HISTORY 101: WESTERN CIVILIZATION TO 1500

A WORKBOOK

Spring 2004

David MacDonald

Illinois State University

1

The simple but difficult arts of paying attention, copying accurately, following an argument, detecting an ambiguity or false inference, testing guesses by summoning up contrary instances, organizing one's time and one's thought for study--all these arts...cannot be taught in the air but only through the difficulties of a defined subject; they cannot be taught in one course or one year, but must be acquired gradually in dozens of connections. The analogy to athletics must be pressed until all recognized that in the exercise of intellect those who lack the muscles, coordination, and will power can claim no place at the training table, let alone on the playing field.

Jacques Barzun The House of Intellect

If you knew your history, you'd know where you're coming from.

Bob Marley Buffalo Soldier

What liberates is the knowledge of who we were, what we have become, where we were, whereinto we have been cast, whither we hasten, whence we are redeemed, what birth is and what rebirth.

Valentinian the Heresiarch Exc. Theod. 78.2.

CONTENTS

INTRODUCTION TO THE COURSE:A. PURPOSE OF THE COURSEB. MUTUAL COMMITMENT AND LEARNINGC. BOOKSD. ASSIGNED WORK AND GRADESE. EXAMS AND BOOK QUIZZES

1. Form2. Grades3. Missed Exams4. Paper Required in the Case of Poor Grades

F. PAPERS1. Introduction2. English Requirements and Grading3. Content Requirements and Grading4. Topics for First Paper5. Topics for Second Paper

G. A SHORT PRACTICAL GUIDE TO ENGLISH 1. BASICS

2. REQUIREMENTS OF FORMAL ENGLISH 3. STYLE H. NO EXTRA CREDIT I. SEMESTER CALENDAR SPRING 1996

J. INCOMPLETESK. CHANGING FINAL EXAM TIMESL. HOW TO APPROACH A TEXTBOOK RATIONALLY

SECTION I:UNIT I: PREHISTORY AND THE PRIMARY CIVILIZATIONSUNIT II: EMPIRES OF THE ANCIENT NEAR EASTUNIT III: EARLY AND CLASSICAL GREECEUNIT IV: HELLENISTIC DIFFUSIONSAMPLE EXAM FOR SECTION I

SECTION II:UNIT V: THE RISE OF ROMEUNIT VI: PAX ROMANAUNIT VII: THE MAKING OF EUROPEUNIT VIII: THE CAROLINGIAN WORLDSAMPLE EXAM FOR SECTION II

SECTION III:UNIT IX: REVIVAL, RECOVERY, AND REFORMUNIT X: LIFE IN CHRISTIAN EUROPE IN THE HIGH MIDDLE AGESUNIT XI: GOVERNMENT, LEARNING, AND ART IN THE HIGH MIDDLE AGESUNIT XII: THE CRISIS OF THE LATER MIDDLE AGES

UNIT XIII: RENAISSANCESAMPLE EXAM FOR SECTION III

INTRODUCTION TO THE COURSE

A. PURPOSE OF THE COURSEThis course is designed to fulfill two purposes. First, it is one of many

components of a program dedicated to turning you into an educated person. The contribution that his and other courses are supposed to make to that end is well explained in the quotation from the noted educator Jacques Barzun on the preceding page. Please read it. More specifically, the course is designed to trace western civilization from its origins in the fourth millennium B.C. until the dawn of the modern era, around A.D. 1500, or, in other words, to show you how the culture in which you participate developed in the dimension of time. Time is a dimension, as real as the three physical dimensions with which you are more accustomed to deal, and just as growing-up meant learning to handle yourself in the physical world of three dimensions-- first your yard, then the neighborhood, and now the world--so also achieving intellectual maturity involves finding where you and your culture fit in the dimension of time. So, welcome to a guided trip through some fifty centuries of your past.

B. MUTUAL COMMITMENT AND LEARNINGMutual commitment is required from both teacher and student to make a

course worthwhile. I commit myself to do my best to present the course material to you in an organized, comprehensible manner that will both make its significance apparent and show you how really interesting it is. In turn, I have the right to expect you to commit yourself to work to learn the material; the meaning and interest will never become apparent until you learn the basic facts, and you cannot expect to learn anything meaningful unless you follow a vigorous, rational, organized plan of study.

Do not just drift through this or any other course. Realize at the beginning that you are supposed to work in your courses, draw up a work schedule, and stick to it. Unless you make some such definite commitment to yourself, to this course, and to your other courses, you will get little out of your stay at Illinois State University.

If a student does poorly on a test in this course, I have the student do a short paper to let me know what went wrong. I have been impressed by the honesty of students. A few papers have criticized aspects of my presentation of the course, and I have sought to improve those aspects. The great majority of papers attribute problems in this course to two basic causes:

1. Insufficient effort. This includes poor class attendance, failure to read and study regularly and the belief that thematerial can be mastered just by cramming shortly before the test.

Do not fool yourself into believing that you can do nothing for weeks and then learn the material by starting to study just a week or two before a test.The material in this course requires constant study over the entire semester of sixteen weeks. If it could be learned adequately in less time, I would teach the class in less time!

2. Self delusion. This manifests itself in the belief that astudent need not work seriously because the student has always

been good in history or that it is no use to work seriously because the student has always been poor in history.

It is a simple fact that this is not a particularly difficult course. No one needs to have special talents to do well in this course. The material is not hard to understand and the work load is not very heavy. We do survey a lot of material, and you will encounter a lot of names that will be unfamiliar to you at first. You have to go over the material repeatedly during the full time available so that the material will become familiar to you and the concepts will make sense.

C. BOOKSMcKay, Hill, Buckler, A History of Western Society, Vol. A (Not I) 4th ed. N.K. Sandars, trans., The Epic of Gilgamesh.M. & F. Gies, Life in a Medieval Village.

For specific reading assignments in these books, see below Semester Calendar.

D. ASSIGNED WORK AND GRADES I will assign your course grade on the basis of your performance on three examinations and two papers. Each exam and paper will weigh the same in calculating the final grade.

E. EXAMS1. Format

The first examination will cover just Workbook Units I-IV. This material will probably be largely new to you. I urge you start reading and studying it immediately. The second examination will cover Workbook Units V-VIII; the third will cover Workbook Units IX-XIII.

All exams will have the same format. First, there will be a map, worth 20% of the exam grade, that everyone must do. The places you will be asked to locate are all included on the maps in this study guide. Next, there will be in four sections: two sections of multiple-choice questions, one section of short-answer essays, and one section of long-answer essays. You will be asked to do any two of these four sections. Each section that you do will count 40% of the exam. You will have the entire examination in front of you, so you may look over all sections before making your decision. Thus, you may chose to do both multiple choice sections, one multiple-choice section and one essay section, or two essay sections. If you should do more than two sections, indicate which two you wish to count; if you do not so indicate, I shall count the first two you did. I shall not correct more than two sections and give you the best two; that makes no more sense than correcting more than two and giving you the worst two. The questions in all four sections will be derived from this workbook.

2. GradesExam grades will be handed out as soon as they have been recorded. If you

miss class the day tests are handed back, get your test at my office as soon as possible--you may have to write a paper if you have done poorly (see below Papers Required In the Case of Poor Grades), and that is due one week after I return

exams, whether you have been in class to get the exam or not. I encourage you to come to my office to go over an exam, check your

answers, ask questions, express disagreements. Do this soon after the exam. It serves no purpose to wait until the semester is virtually over before coming to discuss a problem.

3. Missed ExamsIf you miss an exam but can make up the exam before I return the corrected

papers, you may take the regular exam. If you cannot, the make up exam will be scheduled at my convenience and may be all essay.

4. Paper Required In the Case of Poor Grades A student who has done poorly in part of the course is unlikely to do well

later in the rest of the course unless the student is able to understand why the student did poorly and plan how to do better. The paper requirement described below is designed to help the student who has done poorly on an exam.

Any student receiving a grade of D or F on an exam is required to write a paper. The paper will be typed, double-spaced with one-inch margins, and written in correct English. The paper will cover the following material:1. Why did the student receive the low grade? This analysis must be at least one page in length.2. What course of action will the student take to remedy the problem? This analysis must be at least one page in length.

This paper is due at the beginning of class one week after the exams are returned. This date is firm whether the student is in class the day the exams are returned or not. NO extra credit will be added to the student's grade for this assignment. This paper is not a punishment, but rather is designed to encourage the student who is having trouble to analyze the situation and make a positive adjustment. If this paper is poorly prepared, the student will be required to rewrite it. None of the student's subsequent work will be graded until this paper is turned in. If the student does not turn in this required paper, the student will receive an F for the course regardless of other grades in the course.

F. PAPERS1. IntroductionPay very close attention to this section.Writing is important; it is thought made visible and permanent. Good writing

is linked to clear thinking. Writing is an active pursuit. You must impose form on sentences and paragraphs and shape individual ideas into a comprehensible whole. Through good writing you improve your understanding of the particular topic and you learn to order, test, re-examine, and improve your thinking in general. Good writing communicates thoughts efficiently and clearly; poor writing fails to communicate well. There is no such thing as a paper which has good content but is poorly written!

In our society the single ability that most clearly marks a person as well-educated is the ability to write correct English. It does not matter what other skills you acquire at a university; if you cannot express yourself clearly and in correct English, you will be judged as uneducated. People see poor writing as indicating the writer is either ignorant or careless. No one bothers with an ignorant writer, and a careless writer shows disrespect for the reader, for the subject, and ultimately even a lack of self-respect of the writer. This class is not designed primarily to develop your skills in writing. You should

already have basic writing skills, and you should be developing more advanced skills in all your classes, including this one. Included in this study guide is "A Short Practical Guide to English." Pay close attention to it. Any student ought to be able to produce a paper written in acceptable English if the student will edit the paper carefully with regard to this study guide. You should also have and use regularly a writer's guide to English; many are available in the bookstores and the library.

Your papers must be written in correct, formal English and completely checked for correct grammar and spelling. Anything less is not acceptable for university work. The key to good writing is editing and re-writing. A first draft is not a finished paper. A decent paper should be edited and re-written at least three times.

When your paper is returned, read the corrections and remarks carefully. They are designed to help you avoid making the same errors over again. That is the whole point of the papers.

2.Turning In PapersPapers should be turned in when due. Organize your time and effort now to

avoid late papers. Do not wait until the last minute. If you do, you will inevitably not enough time to edit your writing properly and you put yourself at the mercy of the inevitably problems which crop up at the last minute. Computer failure is not a good excuse for a late paper. Make back-ups on separate disks stored separately at all stages of your writing.

Papers submitted late will be accepted, but will receive grades a full letter grade lower for each week late. The course is an integrated whole; if work is not done at the appropriate time it cannot contribute fully to the learning experience. Failure to turn in a paper will result in an F in the class, without exception.

When papers are turned in, I checked them off against the class list, place them in a secured box, only remove them when I graded them, and I record the immediately after reading the papers. Consequently, if there is any dispute about whether a paper has been turned in or not, the burden of proof is upon the student. You are required to keep copies of all papers, so that if a paper is somehow lost you can readily supply another copy. Turn in papers only directly to me in class. Do not put them under my door or turn them in to the history department office.

3. Requirements and Grading: Content and EnglishYour paper will be graded on the bases of content and English according to

the following standards:A: The content of the paper examines the topic fully, summarizes and draws

generalizations from the material from the book and exhibits independent thought and analysis. The paper is clearly written and well

expressed in formal English as outlined in "A Short Practical Guide to English." There are no substantial errors in grammar or spelling.

B: The paper examines the topic fully but exhibits less clear ability to draw generalizations from the material and less independent analysis than an A paper. The paper is well written in formal English as outlined in "A Short Practical Guide to English." There may be minor awkward phrasing or minor grammar problems.

C: The paper summarizes the material in the book rather than analyzes it independently. The paper is generally well written but there are significant awkward or unclear phrases or problems with grammar or spelling.

D: The paper contains substantial errors, fails to examine the whole topic, or examines the topic vaguely or superficially. The paper exhibits major problems with grammar or awkward and unclear writing to the extent that it interfers with clear communication.

F: The paper that makes little or no sense, grossly fails to communicate, or does not fulfill the assignment. The paper exhibits grossly defective grammar and fails to communicate clearly.

4. Topics for First PaperFor the due-date for the first paper, see the semester schedule. Write your

paper on one of the following topics, all relevant to The Epic of Gilgamesh. At the beginning of the paper, be sure to tell me which question you are answering.1. Examine the following four women in the epic: woman who introduces Enkidu to civilization, the goddess Ishtar, the tavern keeper Siduri, and the wife of Utnapishtim. What generalizations about Mesopotamian attitudes towards women can you make from these examples? 2. Why does Utnapishtim tell Gilgamesh the long, complicated story about the Flood. What does Utnapishtim's story have to do with Gilgamesh's quest for immortality?3. Gilgamesh certainly did not achieve immortality, but most readers see that Gilgamesh did achieve some resolution of his problem and some satisfaction by the end of the epic. What accounts for this? 4. Gilgamesh goes through several stages of character development in the course of the epic. Trace and describe these stages and show what causes him to move to the new stages.

5. Topics for Second PaperFor the due-date for the scond paper, see the semester schedule. Write your

paper on one of the following topics, all relevant to Life in a Medieval City. Be sure to tell me which question you are answering.1. Consider the Jews of Troyes. What roles do they fulfill? What is their status in medieval society?2. Consider the women in Troyes. What roles do they fulfill? What is their status in medieval society? Do the descriptions of women's roles and status as given in the book seem consistent? If not, what accounts for the inconsistencies?3. Describe medieval education for both young men and women. Include both academic and vocational education. 4. What roles did guilds fulfill in medieval Troyes? Why were they important to the community?5. What was the economic importance of fairs to Troyes and other similar medieval cities?

G. A Short Practical Guide to English

1. Basics1. Papers must be typewritten, double-spaced, and between three and five pages in length, not counting the title page. Provide a title page with your name, the name of the course, the date, and the topic of the paper. Pages should be numbered, beginning with the first page of the text, and should be stapled in the upper left

corner. Papers should not be bound in notebook or folder. I do not accept loose pages.2. Check both spelling and the meaning of all unfamiliar words in a dictionary.3. Use complete sentences.4. Subjects and verbs must agree in number.5. Avoid choppy, simplistic sentences. Good writing must be clearly expressed, but over-simplified language does not communicate effectively.6. A paragraph should have consciously designed structure. The first sentence should announce the topic of the paragraph. Subsequent sentences should develop aspects of the topic. The final sentence ought to reach some conclusion or provide some sort of summary, concluding the topic and preparing the reader to move on to the next logical topic. 7. Capitalize proper nouns.8. The possessive of singular nouns, even those ending in "s," is formed by adding an apostrophe and s, e.g. "boy's." The only exceptions are the possessives of ancient proper names ending in "es" and "is," e.g. "Euripides'", and the possessive "Jesus'." Plurals ending in s form the possessive by adding an apostrophe, e.g. "boys'."9. Pronouns must agree in number and person in their antecedents.10. Quotations are normally introduced by a comma or colon, and quotation marks are placed to contain other marks of punctuation.11. "Who" and "whom" refer to people; "that" and "which" to inanimate objects.12. "Who" is used for subjects and predicate nominatives of sentences; "whom" is used for indirect objects, direct objects, and objects of prepositions.13. "Its" is the possessive of "it;" "it's" is a contraction of "it is" and has no place in formal English.14. "Their" is a possessive; "there" is an adverb; "they're" is a contraction of "they are" and has no place in formal English.15. The names of books and plays are underlined.16. "However" can never be used to link two otherwise independent sentences. It is poor style to begin a sentence with "however." Write, "Bill stayed. Frank, however, left immediately," but not "Bill stayed, however, Frank left immediately" or "Bill stayed. However, Frank left immediately."17. Use a comma with a conjunction to join two separate clauses, e.g. "He did it, but he did not admit it." A comma alone cannot join two separate clauses; it is wrong to write, "He did it, he did not admit it." 18. A semi-colon without a conjunction joins two separate clauses, e.g. "He did it; he did not admit it."19. "Then" refers to time: "I went to the bank first, then I went to the store." "Than" introduces a comparison: "Your car is bigger than mine." Observe the difference.

2. Requirements of Formal English20. Do not split infinitives in formal English. It is correct to write "to walk slowly," but "to slowly walk" is wrong.21. Do not use contractions ("don't, can't," etc.) in formal English.22. An introductory subordinate clause is followed by a comma, e.g. "When she was young, she had red hair." A concluding subordinate clause is not followed by a comma, e.g. "She had red hair because she had dyed it."23. "Because" introduces a concluding subordinate clause; it cannot correctly begin a sentence.

24. Do not end a sentence or a clause with a dangling preposition, e.g. "He did not know where she went to" is wrong.

3. Style25. In general, use the past tense to describe events which occurred in the past. Do not jump back and forth between different tenses without reason.26. Express yourself in your own words. If you copy a passage from another writer's work, you must give proper credit.27. Quotations less than five typed lines in length should be in quotation marks. Quotations more than five typed lines in length should be indented five spaces and single spaced, without quotation marks. Do not quote extensively in short papers; summarize in your own words.28. "Quote" is a verb; "quotation" is a noun. Observe the difference.29. Be neat. Clean clogged typefaces. Use "Whiteout" or complete erasing to correct errors. Do not print over errors. If a ribbon in a typewriter or printer is faint and hard to read, either replace it with a fresh ribbon or print on "bold" to make the print sufficiently dark.30. Use proper margins: 1 1/2" at the left, 1" at the right; 1-1 1/2" at top and bottom. Also, use standard size types, 10 or 12 point.

H. SEMESTER CALENDAR Spring 2004

Week Day Remarks1 M-Jan. 12 Introduction; Prehistory I W- " 14 The Primary Civilization of Mesopotamia and Egypt F- " 16 Gilgamesh Epic Readings: McKay Chapter 1. The Epic of Gilgamesh. 2 M- " 19 MARTIN LUTHER KING HOLIDAY W- " 21 Material culture of the ancient Near East. F- " 23 First Age of Empires. Readings: McKay Chapter 2. The Epic of Gilgamesh. 3 M- " 26 Second Age of Empires. W- " 28 Greece in the Dark and Lyric Ages. F- " 30 Early Greek Literature and Philosophy. Readings: McKay Chapter 1-2. 4 M-Feb. 2 Early Sparta and Athens. The Epic of Gilgamesh paper due. W- " 4 Greece c. 500-360 B.C. F- " 6 Athenian culture. Readings: McKay Chapter 3.5 M- " 9 Philip and Alexander. W- " 11 Hellenistic World. F- " 13 Review. Readings: McKay Chapter 3. 6 M- " 16 Exam I covering Chapters I-IV, lectures. W- " 18 Early Rome. F- " 20 Roman Expansion. Readings: McKay Chapter 4.

7 M- " 23 Fall of the Roman Republic. W- " 25 The Principate. F- " 27 Roman Imperial Art and Architecture. Readings: McKay Chapters 4 and 5.8 M-March 1 The Rise of Christianity in the Roman Empire. W- " 3 Late Roman Empire. F- " 5 Barbarians and the Fall of the Roman Empire. Readings: McKay Chapter 5 and 6.9 M- " 8 Spring Vacation W- " 10 Spring vacation F- " 12 Spring Vacation10 M- " 15 Byzantium and Islam. W- " 17 The Franks Through Charlemagne. F- " 19 Vikings and Magyars. Readings: McKay Chapter 7 and 8 11 M- " 22 Rise of Feudalism W- " 24 Review. F- " 26 Exam II covering Chapters V-VIII, lectures. Readings: McKay Chapter 9. 12 M- " 29 German Feudalism and the Investiture Controversy. W- " 31 English Feudalism. F-April 2 The Crusades and Feudalism. Readings: McKay Chapter 10. A Medieval Life.

13 M- " 5 Medieval Society. W- " 7 Romanesque and Gothic Styles. F- " 9 The Medieval Church, 1100-1300. Readings: McKay Chapters 11. A Medieval Life. 14 M- " 12 Medieval Towns and Universities. W- 14 Medieval Intellectual Life. F- " 16 Castles and Cathedrals. Readings: McKay Chapter 12. 15 M- " 18 The Fourteenth Century. A Medieval Life paper due. W- " 21 Chivalry and the Late Medieval Nobility F- " 23 The Renaissance. Readings: McKay Chapter 13.16 M- " 26 Renaissance Art and Architecture. W- " 28 Review. F- " 30 Study day. Readings: Review.FINAL EXAM: Exam III covering Chapters IX-XIII, lectures: Monday, 3 May, 7:50 am.

I. No Extra creditThere is no extra credit work available for this course, which deals with basic material that must be mastered before any work which could be considered "extra" is undertaken. If that material is mastered, the student will have no need for any

extra credit.

J. INCOMPLETES An incomplete is given to a student who is doing passing work but finds it impossible to complete course work by the end of the semester because of a legitimate problem, such as illness. The student must have been in class to within three weeks of the close of the semester.

K. CHANGING FINAL EXAM TIMES All final exams will be given at the scheduled final examination times. According to University Policy, a student who has more than three final examinations in a single day has the option, with a professor's approval, of rescheduling one of those examinations. I shall endeavor to cooperate with anyone in this situation, but I have a tight and complicated final schedule this semester, so it may not be possible. If you want to change your final exam time, approach me at least a full week before the beginning of finals. I cannot arrange matters at the last minute.

L. HOW TO APPROACH A TEXTBOOK RATIONALLY Writing is not all meant to be read the same way. A detective novel and a technical manual have different purposes, and each requires a different technique to read it efficiently. A textbook is neither a who-done-it nor a how-to-do-it book, and it requires a different approach. It is the purpose of a textbook to teach a large amount of material in an organized fashion and to explain the meaning and importance of this material. Textbooks are usually highly structured in order to accomplish all of this in relatively few words, and you can and should use this structure to guide your reading and study. Let us examine as an example Chapter I. Start with the title. It is, after all, the most prominent heading of them all: "Chapter I: Near Eastern Origins." It is more than a name--it announces the theme, and that same theme is explained in more detail in the introductory paragraphs on page 4 and the top of page 5. For now, just content yourself with a general impression of these introductory paragraphs and try to absorb some basic information: Western civilization originated in Iraq, Iran, and Egypt. The theory of evolution is basic to the modern understanding of human development. The Paleolithic (Old Stone) Age lasted until about 7000 B.C. The Neolithic Age (New Stone) Age lasted from about 7000 B.C. to 3000 B.C. Now we get to the first bold heading; write it down:

I. The Paleolithic AgeUnder this heading you will find ten paragraphs. The first sentence of a paragraph is its "topic sentence;" it is supposed to indicate the main idea of the paragraph. Summarize these main ideas under the main heading:

I. The Paleolithic Age A. Life was uncertain and based on hunting. B. Organization and thinking led to successful hunts. C. Paleolithic people also gather wild plant foods. D. Paleolithic people lived in caves or simple shelters. E. Paleolithic people were organized into extended families and small tribes.

F. Men and women performed different roles. G. Important tasks of women were to tend children and the camp. H. Paleolithic people were well-developed intellectually. I. Paleolithic people produced art. J. Paleolithic people sometimes fought each other.Continue in this manner for the second heading, the Neolithic Age, and the third heading, Mesopotamian Civilization. This third heading might seem more complex because of the presence of sub-headings, but actually they were put there by the author to structure the material for you. Actually they simplify the material. An outline of this section might look something like this:III. Mesopotamian Civilization A. Mesopotamia = land between the Euphrates and Tigris rivers. B. Sumer = extreme south Mesopotamia; Akkad = just north of Sumer. C. Environment and Mesopotamian Culture 1. Irrigation is necessary for agriculture in Mesopotamia. 2. Waterways divided the land. D. Sumerian Society 1. Central role of religion. 2. Ziggurat - central Temple. 3. Theocracy - government dominated by religion. 4. Nobles controlled most land. 5. Commoners had some land and some voice in society. 6. Slavery was common. E. Spread of Mesopotamian Culture 1. Sumerians established the basic culture and the Semites spread it. 2. Ebla, in Syria, shows the spread of culture. 3. There were early direct contacts between Syria and Mesopotamia. 4. Triumph of Babylon a. Babylon became the capital of Mesopotamia. b. Hammurabi, c. 1800 B.C., unified Mesopotamia and made Babylon great. c. Hammurabi made Babylon the religious center of Mesopotamia. 5. Invention of Writing and the First Schools a. Origins of writing go back thousands of years to pictures. b. Pictographs evolved into cuneiform writing. c. Pictures were combined to express complex meanings. d. Pictures were simplified to signs. e. Signs were used to represent sounds. f. Sumerian writing was complex and few were literate. g. Formal schools taught writing and much else. 6. Mesopotamian Thought and Religion a. Mesopotamian mathematics were sophisticated. b. Medicine combined superstition, surgery, and drugs. c. Mesopotamians had many gods. d. The gods varied in importance. e. Mesopotamian gods were much like people. f. Mesopotamians had much mythology. g. Later Babylonian beliefs continued earlier Mesopotamian

beliefs. h. Myths explained humans were made to serve the gods. i. Mesopotamian mythology influenced Hebrew beliefs. 7. Daily Life in Mesopotamia a. Hammurabi's law code is an important source of information. b. Law differed with social status and punishment fit the crime. c. There was specific legal procedure. d. Government had responsibilities under the law. e. Consumers were protected. f. Crime was a problem in the cities. g. Taverns bred crime. h. Laws sought to punish criminals. i. Laws dealt extensively with farming and irrigation. j. Other laws dealt with keeping animals. k. Marriage and family were regulated by laws. l. Despite grim laws, families seem to have been happy and the entire society vibrant.

Continue in this manner through the rest of the chapter. It is some work, but it will provide rich rewards. Once you have prepared a chapter outline in this manner, you are ready to hear the lectures on the subject. You will now see the major points more clearly and understand what areas the lecturer wishes to emphasize. Here is a good rule to remember: if you meet material twice, one in the text and once in the lecture, you are very likely to meet it a third time, on the exam. The scheme of study I propose is not, of course, the only possible way to study, but it is a proven way of learning, far superior to the random loss of time most students mistake for study. If you reject this plan for study, create your own structured plan of study--not just for this class, but for every class you take. Does that seem like a lot of work? It is. That is what you are here to do. Hard work, intelligently applied, creates learning, and it will open the world of the mind to you. If you do not apply yourself to some rational plan of study, you are simply throwing away thousands of dollars and years of your life while hanging pointlessly around a university.

SECTION I:In this section you will find the materials necessary to prepare for Exam I: Units I-IV, Sample Exam I. You will find the Readings for this section, Group 1, in a separate section at the back of this Pip Packet.

UNIT I: PREHISTORY AND THE PRIMARY CIVILIZATIONS

Objectives: Understand the concept of evolution, learn the characteristics of Hunting-Gathering (Paleolithic) and Peasant Village (Neolithic) societies, and the primary civilizations of Mesopotamia and Egypt.

Readings: McKay Chapter 1

Study Guide:1. Define (who, what, where, when, why, how, significance): Paleolithic Age, evolution, Neolithic Age, Mesopotamia, Tigris, Euphrates, Sumer, Akkad, Semite, ziggurat, Sargon, Ebla, Babylon, Hammurabi, cuneiform, Nile, Old Kingdom, pharaoh, Middle Kingdom, Hyksos, Thutmose III, Akhenaten, Hittites, Indo-European, Sea Peoples, Gilgamesh.2. Why is the Paleolithic Age sometimes called the Hunting-Gathering Age?3. How did the Agricultural Revolution change life?4. What was the importance of irrigation for life in Mesopotamia and Egypt?5. Compare and contrast the primary civilizations of Egypt and Mesopotamia.6. How did the ancient Egyptians regard their pharaoh?7. Which earlier culture most influenced the Hittites? Chronological Outline

Before c. 7000 B.C.Paleolithic (Hunting Gathering) Agec. 7000 B.C. Agricultural Revolutionc. 7000-3500 B.C. Neolithic (Peasant Village) Agec. 3500-3000 B.C. Movement into the river valleys,

beginnings of civilizationMesopotamia:c. 3400 B.C. first literacyc. 2350 B.C. Sargon of Agadec. 1800 B.C. Hammurabi

Egypt:c. 3400 B.C. first literacy c. 3100 B.C. unification of Egyptc. 2700-2200 B.C. Old Kingdomc. 2000-1800 B.C. Middle Kingdom

Near East in General:c. 1600 B.C. Hyksosc. 1600-1200 B.C. First Age of Empires: Egypt, Hittites, Babylonia

LECTURESLecture: Prehistory

I. Distant background A. World: c. 4 3/4 billion years old B. Oldest known rocks: c. 4.1 billion years old C. Oldest known fossil remnants of life: 3.4 billion, in Fig Tree Cherts of S. Africa. D. Oldest known humans 1. Matter of definition: what is human? a. Clearly human-like creatures several million B.C. 1. Some were already using tools quite early b. Modern humans are relatively recent development 1. Example: Neanderthals a. Near cousins b. Not as primitive as once thought c. Complex--i.e. ritualistic burials c. Homo sapiens 1. All living people without exception 2. Perhaps as old as 120,000 but direct evidence not that old--but getting olderII. Human being as physical animals A. Chief assets: Weak, slow, and filthy. B. Assets: Big, vocal apparatus, manual dexterity, stereoscopis vision, good memory, and--foremost--INTELLIGENCEIII. Evolution A. Key to understanding how humans, and other animal, acquired particular characteristics. B. Evolution--the religious problem 1. Only a small minority of religious groups are disturbed by it. 2. All opposition to it is essential religious, despite occasional claims otherwise. 3. Knowledge of evolution, its steps and methods, is imperfect but the broad outlines are clear. 4. Basic concept: variations within population lead to selective survival and reproduction 5. Humans developed those assets that conferred advantages in survival. The advantages work together. The most important, the advantage that co-ordinates all others for our species, is intelligence. 6. The difference between us and other animals is one of degree, not any absolute difference a. Others are also big, have vocal apparatus, manual dexterity, sterescopic vision, good memory, and even intelligence 7. Intelligence gives rise to culture traits and culture a. Define culture trait, culture b. Other animals have culture traits, but humans have culture c. History is the study of cultures that have developed cultures sufficiently complex to be characterized by city life and writing. Anthropology typically deals with prehistoric cultures.IV. Prehistory of modern humans A. Hunting-Gathering Age (Paleolithic Age, Old Stone Age)

1. Simple but not inferior 2. Down to c. 8000 B.C. 3. Characteristics: Hunting; gathering; nomadic; little material culture; virtues: warrior/hunter; religion: unorganized,totemism, animism; politics: group dynamics, age. 4. Static society--no inherent reason for change, no inevitable progress.

B. Agricultural Revolution 1. C. 8000 B.C. 2. Not automatic or inevitable 3. Probably began and failed a number of times before it caught on 4. probably developed in small stages over thousands of years 5. Cultivation of plants; domestication of animals 6. Problem of where: oasis, hilly flanks, uplands--but not great river valleys. 7. Why does it catch on? Not easier! But more reliable!V. Effects of Agricultural Revolution: Peasant Village Age (Neolithic Age, New Stone Age) 1. Life style changes: sedentary, population increase, more material culture, beginning of organized religious cults, proto-government, changing concept of property 2. Psychological change: Conservatism of farmers, new emphasis on thrift and hard work. 3. Static well being: maximum effort needed for food production, neither time nor resources left over for anything else. 4. No writing, no cities, no extensive use of metals.VI. The Great River Valleys: Nile, Tigris-Euphrates, and elsewhere. A. Avoided because of little rain fall for a long time. B. Finally, reluctant movement into river valleys c. 5000-3500 B.C.--more about causes and results next time.

Lecture: Primary Civilizations I. Peasant Villages to Civilizations A. Initially, peasant villages avoid great river valleys because too little rain fall B. Some peasant villages forced into great river valleys c. 5000 B.C. C. Over 1500 years magic circle develops: organizers-------irrigation \ / crop surplus D. Out of crop surplus comes support for organizers and ability to exempt some from food production, leading to tremendous cultural, social, and economic development--the emergence of civilization.II. Common characteristics of primary riverine civilizations A. Located in great river valleys B. Based on agricultural surplus and herds of animals C. Need for irrigation and flood control D. Strong centralized government based on religion (theocracy) E. Planned economy F. Far-ranging foreign trade G. Considerable development of industry, particularly textiles H. Advanced metalurgy I. Monumental architecture J. Cities K. WritingIII. Mesopotamia Political History A. Geography of Tigris-Euphrates valley and irrigation system. B. Pattern of alternating unity and disunity C. Early avoidance of valley, settlement, appearance of writing: Sumerian D. Sumerians, Sumer 1. Origins: ? 2. Location in southern most Mesopotamia: Sumer E. Early immigrants: Akkadians 1. Semites: define 2. Location slightly north of Sumer: Akkad F. Political outline of Mesopotamian history, to c. 1600 B.C. 1. Independent cities states until c. 2350 B.C. 2. Sargon ("True King") unifies c. 2350 B.C. 3. After c. 150 years, Sargon's empire fell apart due to barbarian invasions to replaced by disunity 4. Eventually, unity was re-established, only to fall again, and then be re-established--reoccuring pattern.IV. Egypt A. Geography 1. Lower Egypt/Upper Egypt 2. Annual rise of the Nile. 1. Necessity to shift population, which can only be done by centralized government for all Egypt. 3. Early avoidance, followed by tentative settlements, development of irrigation-based agriculture. 4. Hamites

B. Historical Outline, to c. 1600 B.C. 1. Early Dynastic (3100-2700) a. Unification as south conquers north b. Rapid cultural development 2. Old Kingdom (2700-2200) a. No break with preceeding b. Pyramid age 1. Djoser, Imhotep 2. Function of pyramids 3. Built by willing workers, not slaves c. Golden Age d. Things fall apart 3. Middle Kingdom (2000-1800) a. Incompletely recaptures glory of O.K. b. Things fall apart 4. Invasion of Hyksos (c. 1800-1600)V. Egyptian Society A. Influence of splendid Egyptian geography in contrast to surroundings B. Good = Egyptian; bad = non-Egyptians; Egyptian xenophobia C. Belief in beneficence of deities, especially pharaoh D. Again, no individualism. VI. Diffusion A. Ideas of civilization spread beyond the river valleys B. By c. 1600 B.C. civilization has spread generally throughout Fertile Crescent.

UNIT II: EMPIRES OF THE ANCIENT NEAR EAST

Objectives: Trace the spread and development of the civilization of the ancient Near East through the First and Second Age of Empires.

Readings: McKay Chapter 2

Study Guide: 1. Define (who, what, where, when, why, how, significance): Hebrews, Phoenicians, alphabet, Yahweh, Philistines, Jerusalem, covenant, monotheism, Assyria, Persians, Medes, Cyrus the Great, Zoroaster.2. What was the condition of Egypt after 1200 B.C.?3. Did Judaism emerge fully developed or did it grow and evolve in time? If so, describe the evolution.4. Compare and contrast the Assyrian and Persian Empires. What areas did each rule? How did each behave toward their subjects?

Chronological Outline:

c. 1200-330 B.C. Second Age of Empiresc. 1200 B.C. Sea Peoplesc. 1000-925 B.C. United monarchy of Israelc. 750-600 B.C. Assyrian Empirec. 550-330 B.C. Persian Empire

LECTURESFirst Age of Empires, 1600-1200 B.C.

I. Background: before 1600 B.C. A. Two civilizations in isolation B. Diffusion from these primary civilizations C. Civilization spreads through N. Mesopotamia, Syria, Palestine, Anatolia D. Empires appear in these area c. 1800-1600 B.C.: Babylon, Mitanni, Hittites, Minoans, Mycenaeans. 1. Concept of Indo-Europeans II. Founding of the Egyptian Empire A. Sekenenra, Kahmose, Ahmose. B. Read account of Ahmose the Ship's Captain C. Egyptian follow-up raids into Palestine and Syria D. To Euphrates; conflict with Palestinians, Syrians, Mitanni, Hittites. E. Hatshepsut 1. Importance of story a. Good story b. Some indication of detail in which we know this history but which you are not getting here c. Give idea how individual personalities affect history 2. Tendancy of 18th dynasty to produce females 3. Hatsheptsut assists Thutmose I and Thutmose II 4. Thutmose II succeeded by Thutmose III, Hatsheptsut as regent. 5. Hatshepsut as His Majesty 6. Hatshepsut's policies of peace and trade 7. Thutmose III takes over, reverses policies F. Thutmose III builds Egyptian Empire: emergence of world of frequent hot and cold wars.III. Akhnaton A. Religious ideas 1. Aton 2. Is this monotheism? 3. Later influences? B. Interpretations 1. Religious visionary 2. Mad man 3. Power struggle with priests C. Effects 1. Egypt disrupted 2. Empire falls apart; Hittites move into vacuum 3. Failure of Aton religion D. Tutankhamen E. Conflict between Egyptians and Hittites: Battle of Kadesh F. Weakening of great empiresIV. End of the First Age of Empires: Folk Migrations c. 1200 B.C. A. Sea Peoples B. Indo-Europeans C. Semites 1. Including Hebrews

D. New age emerges: small peoples are able to develop.

Second Age of Empires 1200-330 B.C.

I. Review A. Age of Primary Riverine Civilizations: c. 3500-1800 B.C. B. First Age of Empires: c. 1800-1200 B.C. C. Second Age of Empire: c. 1200-330 B.C.II. Period of Change: c. 1200 B.C. A. Barbarian invasions destroy old empires 1. Sea Peoples 2. New wave of Indo-Europeans 3. New wave of Semites B. Opportunity for minor peoples to develope distinctive culturesIII. Philistines--remants of Sea PeoplesIV. Hebrews A. Semites B. Insignificant politically, artistically, culturally C. Significance: first great ethical monotheisitic religion 1. Not much significance to other ancient groups 2. Significance to later ages: Judaism, Christianity, Islam. D. Source problem: virtually nothing but Hebrew Scriptures (a.k.a. Old Testament) for earliest history. E. Composition of Hebrew Scriptures 1. Traditional ascription to early books to Moses is impossible 2. Modern scholarship a. Early oral traditions b. First written sources c. 850 B.C. c. Earliest books composed of four parallel strands dating between c.850 and 400 B.C. d. Later books at late as 200 B.C. 3. Accuracy? a. Cannot check early books. b. Two possible approaches 1. Accept basic account, try to fit it in to basic outline of Near Eastern history. a. Nomadic group, traditionally led by Abraham, moves from Mesopotamia to Palestine b. Egyptian captivity c. Move into Palestine c. 1200 B.C. d. Disunited and frequently at war c. 1200-1000 B.C. e. Locally strong under David and Solomon c. 1000-930 B.C. f. Thereafter poltically weak and divided 2. Admit Socratic ignorance; treat O.T. as literary work. 4. Later books--some independent information a. Example: Mesha of Moab, c. 830 B.C. 1. Both claim victory. 2. Both talk about one war in general terms 3. Problem may be minimized but not abolished 4. Problem is currently indeterminate. F. Broad areas of ignorance about Hebrew history. G. Most significance area of Hebrew history: religious development

1. Religion did not emerge fully developed--rather developed through time, with idea of God evolving 2. God first seen as local, particular deity of Hebrew tribe 3. Gradually develope grander concept 4. Only developes into consistent ethical monotheistic religion relatively late. 5. Later and continued evolution of Judaism.

V. Phoenicians A. North of Hebrews along coast B. Semites C. Different development 1. Insignificant religon 2. Great merchants, traders, explorers. 1. Economic necessity 2. Colonies: Carthage, Malta, Sicily, Spain 3. Little original culture, but great transmitters of culture 4. One cultural development: alphabetVI. Assyrians A. Inland from Phoenicians B. Semites C. Military culture D. Surrounded by enemies E. Looting phase: c.900-800 B.C. F. Empire: c. 750-600 B.C. 1. Size of empire 2. Frequent revolts 3. State terrorism 4. CollapseVII. Persians c. 550-330 B.C. A. Indo-Europeans B. Size of Empire C. Better run than Assyrian empire D. Continuation of Near Eastern cultures within Persian Empire

UNIT III: EARLY AND CLASSICAL GREECE

Objectives: Learn the essential elements of Greek political evolution and become acquaintance with the chief Greek intellectual and artistic achievements.

Readings: McKay Chapter III

Study Guide:1. Define (who, what, where, when, why, how, significance): Hellas, Ionia, polis, acropolis, Minoans, Mycenaeans, Homer, Iliad, Odyssey, Hesiod, Dark Age, Lyric poetry, Archilochus, Sappho, polis, Sparta, helots, Athens, Solon, Pisistratus, Cleisthenes, Classical Period, Persian Wars, Delian League, Peloponnesian War, Herodotus, Thucydides, Pericles, Parthenon, Aeschylus, Sophocles, Euripides, Aristophanes, Thales, Socrates, Plato, Aristotle, Macedonia, Thebes, Philip of Macedonia2. The Minoan and Mycenaean civilizations existed at the same time as what other ancient Near Eastern civilizations?3. What importance did the works of Homer have for the Greeks?4. Why and where did the Greeks colonize? How did their colonization change Greek life?5. What was Spartan government like? Spartan life style? Why?6. Trace the political evolution of Athens. In what sense was Athens a democracy? 7. What was the significance of the Delian League to Athens?8. Did the end of the Peloponnesian War bring peace to Greece? What happened in the period from about 400 to about 360 B.C.?

Chronological Outlinec. 2000-1100 B.C. Minoans and Mycenaeansc. 1100-800 B.C. Dark Age; Homerc. 800-500 B.C. Lyric Age: colonization, lyric poetry, rise of Sparta and Athensc. 500-330 B.C. Classical Age: Persian Wars, Delian League, Peloponnesian War, rise of Macedonia

Lecture: Early Greece

I. Greece to 1200 B.C. A. Inhabited in Paleolithic times B. Minoan civilization on Crete and Mycenaeans on mainland part of First Age of Empires C. Minoans disappear c. 1400 B.C.--possibly due to Mycenaeans D. Mycenaeans disappear c. 1200 B.C.--Sea Peoples, Dorians, both?II. Greek Dark Ages 1200-800 B.C. A. Loss of literacy B. Village life C. Frequency of warfare D. Lack of unity E. Simple village governments: Primitive Monarch: Basileus, Gerousia, Ekklesia F. Social evolution in late Dark Ages 1. Population increase 2. Evolution of land rich and land poor 3. Emergence of aristocracy 4. Aristocracts subvert primitive monarchy 5. Tension grows in society a. Conquest unlikely b. Revolution unlikely c. Colonization 1. Answer most often taken 2. Relieves but does not solve problem 3. Colonization begins in Dark ages, becomes very important in the next period, Lyric or Archaic Age G. Homer 1. Slight memories of Mycenaean past 2. Strong reflection of Dark Age society 3. Literature from an illiterate age: oral poetry 4. Position in Greek cultural life 5. Frequently misunderstood by modern readersIII. Lyric (or Archaic) Age c. 800-500 B.C. A. Colonization 1. Where 2. Independence of colonies 3. Effects 1. Relieves but does not end political crisis 2. Spreads Greeks 3. Promotes trade 4. Brings Greeks into contact with older civilizations B. Influences of older civilizations change virtually every aspect of Greek life C. Rise of the Tyrants 1. Foreign influences have undermined power of aristocrats. a. Hoplite phalanx b. Merchant class 2. Revolutions lead to tyrants (define) a. Piecemeal process b. Quite chaotic

c. Land to poor, trade for merchants, amusements for all D. Tyrants replaced by timocracies 1. Define timocracy 2. Again piecemeal process E. Conclusion: Period of tremendous change 1. Primitive monarchy > aristocracy > colonization > influx of influences from older civilizations > tyrants > timocracies 2. Period of trememdous change 1. This is rare 2. Change ceases to be threatening, is welcomed. 3. Effects of age of change a. Undermining of traditional, conservative institutions of society and family b. Stripped of these traditional supports, the individual is thrown back on own personality: rise of individualism 4. Contrast to ancient Near East.IV. Athens: Development of a Typical City A. Rise of aristocracy B. Aristocrats usurp control of government: 3 archons, gerousia (Areopagus), ekklesia C. Growing tension D. Athens not much engaged in colonization but much in trade E. Solon, law giver (not tyrant), attempts to resolve tensions but fails F. Pisistratus becomes tyrant and does usual things G. Pisitratus' sons expelled H. Cleisthenes, law giver (not tyrant) creates liberal timocracy that soon evolves into democracy (if you are male and citizen) 1. In addition to traditional government, demes, prytaneis, boule I. Evolution in early fifth century turns Athens into democracy 1. Exceptions: women, slaves, metics.V. Sparta: Atypical A. Early development 1. Spartans simply say Lycurgus 2. Modern view: lack of colonization leds to conquest, which solves some problems, but creates a new problems: control of the conquered population. B. Spartan society 1. Geography 2. Classes: Spartans, helots, perioikoi 3. Government, frozen in mid-evolution: 2 kings, semi-aristocratic gerousia, primitive assembly, 10 democratic ephors. 4. Life-style C. Final evaluation 1. Admired in abstract, but not copies in practice. 2. Tremendous cost of repressing helot population--restriction of Spartan's own freedom and development.

Lecture: Classical Greece (c. 500-360 B.C.)

I. Background A. Lyric Age (800-500 B.C.): 1. Tremendous cultural change. 2. No really dominant polis in Greece. a. Despite Spartan military strength B. Persian Empire 1. No stable border in NW 2. Has taken over Ionian colonies a. Persians tax and restrict freedom b. Persians squash normal political evolutionII. Persian Wars A. Ionian Revolt (499-493 B.C.) 1. Seeks help from Greece: Sparta refuses; Athens aids. 2. Fails due to disunity 3. Persians swear revenge against Athens B. First expedition cracks up on Mt. Athos. C. Naval expedition to Marathon Bay (490) 1. Athens searches for help: Pheidipides 2. Athens wins 3. Origins of the Marathon race. D. Ten years interval 1. Greek inactivity; Persians otherwise involved 2. Rise of Themistocles a. Board of Ten Generals b. Creates Athenian navy c. Double agent for Persia E. Xerxes Expedition (480-478) 1. Tales of size. 2. Advance into Greece 3. Spies caught and shown around 4. Necessity and problem of delaying Persians 5. Thermopylae and its significance 6. Capture of Athens 7. Salamis 8. Plataea and Mycale. F. Continuing danger from Persians and necessity for mutual protectionII. Delian League A. Sparta return to isolation B. Athens forms Delian Legue 1. Objects: Protection for Greece, freedom for Ionia, loot. 2. Organization: each polis one vote, Athenian veto, and proportionate contributions of ships and men or money. 3. Sparta sulks at home with Peloponnesian League C. Effects of Delian League: Athens becomes military and economic power. D. Transition from voluntary league to Athenian Empire 1. Athens builds military power 2. Athens becomes addicted to wealth 1. Athens uses wealth to improve economy, create culture, pay for

democracy 3. Athens uses military to keep Delian League together 4. Sparta alarmed at growth of Athenian power.III. Athenian culture during fifth century A. Rich, powerful society, supported by Delian League money B. Great art and architecture C. Great literary production: Greek drama: tragedy and comedy D. Sophists, attracted by wealth E. Socrates 1. Essential role in combining philosophical methods with Sophists' interests reorients future philosophy and splits off science 2. Role of Plato 3. Essential doctrine: truth = good. a. Must strip away false conceptions b. Then build with logic 4. Doctrine of the ideal F. Even Athenian democracy supported by Delian League money. G. Contradictions of Athens summed up in life of Pericles 1. Leading politician in Athens at its height: Promotes art and literature, democracy, but it is all dependent on imperialism and exploitation of Delian League. 2. Pericles would argue Athens protects Greece from Persians, promotes peace, fosters prosperity and culture. H. Growing tensions 1. Athens, led by Pericles, has ambitions to take control of all Greece. 2. Sparta and Peloponnesian League growing fear.IV. Peloponnesian War (431-404) A. Long range causes and short range causes B. Three divisions 1. Battle of Whale and Elephant--no decision 2. False Peace 3. Persian intervention; slow triumph of Sparta C. Effect of war on Athenians 1. Mitylene revolt 2. Melian Massacre 3. Arginusae Trials D. Athens looses 1. Breaks Athenian power 2. Generally discredits democracy 3. Wars contiue, with different power alignmentsV. Spartan domination (404-371) A. Greece has merely changed masters B. Opposition at home and from Persians C. Long, brutal, inconlcusive wars D. Spartan collapseVI. Thebes also fails to establish lasting hegemony (371-362)VII. Situation of Greece c. 360 B.C.: city state society destroyed by own excesses and lack of moderation, now ripe for external conquest.

UNIT IV: HELLENISTIC DIFFUSION

Objective: Learn how Alexander changed the world and the political, social, and cultural characteristics of the Hellenistic period.

Reading: McKay Chapter 4

Study Guide:1. Define (who, what, where, when, why, how, significance): Alexander, Hellenistic period, Hellenism, Seleucid monarchy, Pergamene monarchy, Ptolemaic monarchy, Antigonid monarchy, mystery religion, Tyche, Serapis and Isis, Cynics, Epicureans, Stoics, Diogenes, Epicurus, Zeno, Aristarchus, Euclid, Archimedes, Eratosthenes.2. Whose empire, chiefly, did Alexander conquer?3. What happened to Alexander's empire after his death?4. The Hellenistic world was divided in some ways, but united in others. Was it united or divided politically, culturally, economically, religiously, philosophically, scientifically? Explain.5. What did the Hellenistic religions have in common? How did they differ?6. How did the life of Hellenistic women differ from the life of earlier Greek women?7. In what areas did Hellenistic science make significant advances?

Lecture: Alexander and the Hellenistic AgeI. Rise of Macedonia: Career of Philip of Macedonia A. Initial state of Macedonia: underdeveloped, backward, threatened, warlike population. B. Early influence of Thebes on young Philip. C. Desparate fight for throne. D. Reforms of infantry, cavalry. E. Moves against barbarians. F. Securing coast of Macedonia. G. Moves to east, securing gold and other resources. H. Gradual and plausible intervension in northern and central Greece I. Private life: Olympias, Alexander. J. Sacred War. K. Dominace achieved and assassination.II. Alexander A. Campaign against barbarians. B. Campaign against Greek cities. C. Movement into Anatolia vs. Persians; Battle of Granicus River. D. Capture of Anatolia. E. Move into interior. F. Into Phoenicia; Battle of Issus G. Through Judaea into Egypt; Siwah expedition. H. Problems of administering Egypt. I. Persian offers. J. Into northern Mesopotamia; battle of Arbela K. Into southern Mesopotamia; problems of administration. L. Into Persia; treasure of the Persians. M. Persuit of Darius III N. Through tribal Iran and Afghanistan. O. Defeat of Porus. P. Men refuse to go on; alcholism; brotherhood. Q. Down the Indus. R. Return: plans go wrong: Nearchus and the navy; ALexander's desert trek. S. Babylon and Death.III. Interpretation A. End of the era of the polis; birth of the era of the empire. B. Spreading out Greeks. C. Two interpretations, each with some right: age of fusion; age of Greek colonization of ancient Near East.IV. Hellenistic World, c. 323-30 B.C. A. Definition. B. Cultural unity. 1. Hellenistic science: first age of science a. Progress in mathematics, astronomy, geography, medicine. b. Failure of first age of science: lack of exact means of calculation, observation, measurement, and prejudice against mechanics. 2. Literature: Menander 3. Philosophy: Cynics, Epicureans, Stoics: differences mask essential similarities. 4. Religion: ruler cults; Tyche.

5. Conclusion: individual isolation and alienation.

SAMPLE EXAM I

This sample exam covers Units I-IV. This is a typical exam, but it certainly does not contain all or even the majority of possible questions. It is meant to be a means of self-testing. If you can take this exam and do well, you probably can do well on the actual exam, but merely answering the questions in this exam is by no means sufficient preparation for taking the actual exam.

History 101: Sample Exam I Name_________________________Do any two of the four following sections and the map.Section I:1. Which of the following was typical of life in a peasant village? 1. farming 2. gathering of wild plants 3. nomadic life 4. writing 5. hunting as a basic source of food2. Which of the following led directly to the development of the first civilizations in the great river valleys? 1. writing 2. theocracy 3. the invasion of the Akkadians 4. the Agricultural Revolution 5. irrigation3. What is a theocracy? 1. any religion 2. any government 3. any monarchy 4. a government that incorporates the religion and takes it authority from the religion 5. any non-democratic government4. All of the following groups were active during the First Age of Empires, c. 1800-1200 B.C., except 1. Persians 2. Egyptians 3. Mycenaeans 4. Hittites 5. Minoans5. The basis of the power of the Greek aristocrats was 1. their control of large areas of farmland. 2. theocratic control of religion. 3. their claim to be descendants of the Mycenaeans. 4. their monopoly on literacy. 5. their domination of trade.6. The name Homer is associated with 1. the first Greek statuary. 2. the development of the Spartan political system. 3. the emergence of Athenian democracy. 4. the Iliad and Odyssey, which are Dark Age oral poetry.

5. the Iliad and Odyssey, which are Archaic Period lyric poetry.7. Which of the following are manifestations of the individualism of the Lyric (or Archaic) Age of Greek history 1. the development of ethical monotheism 2. lyric poetry and the careers of the tyrants. 3. aristocratic domination of governments 4. the worship of Tyche 5. the Agricultural Revolution

8. All of the following happened during the Lyric (Archaic) Age of Greek history except 1. influx of ideas and influences from the ancient Near Eastern civilizations. 2. aristocrats overthrown by tyrants 3. wide spread colonization. 4. tyrants overthrown by timocracies. 5. unification of Greece.9. Which of the following is true about the art of the Lyric Age? 1. The Greeks were much influenced by the art of the ancient Near Eastern civilizations. 2. Art was not very important to these early peoples, and it remained little developed. 3. The ancient Greeks did not allow portrayal of the human form. 4. Greek art was essentially always a copy of Egyptian art, and it is always very hard to distinguish Greek art from its Egyptian models. 5. Greek art was absolutely naturalistic and never stylized at all.10. All of the following were parts of Spartan government and society except 1. congress of helots. 2. ephors. 3. assembly of warriors. 4. gerousia. 5. two kings who ruled at the same time.11. The major result of the Persian Wars was 1. the destruction of the Persian Empire. 2. the rise of Sparta to the dominant position in Greece. 3. the collapse of the Assyrian Empire. 4. the rise of the tyrants throughout Greece. 5. the development of the Delian League.12. The leader of Athens during much of the fifth century B.C., whose name is associated with the greatest achievements of Athens and the outbreak of the Peloponnesian War, was 1. Pericles. 2. Euripides. 3. Sappho. 4. Thales. 5. Herodotus.13. All of the following were Athenian playwrites except 1. Aristophanes. 2. Aeschylus. 3. Euripides.

4. Sophocles. 5. Pisistratus.14. Socrates' great pupil who became an even greater philosopher and who provided us with the most important records of Socrates' thoughts was 1. Plato. 2. Hesiod. 3. Aristotle. 4. Pisistratus. 5. Thales.15. After the Peloponnesian War, 1. Athens dominately Greece for about 100 years. 2. Sparta tried to dominate Greek political life for approximately thirty years. 3. the Persian Empire conquered Greece. 4. Thebes united Greece under her leadership. 5. the Romans moved into the power vacuum left in Greece almost immediately.

16. Alexander the Great conquered all of the following areas except 1. Egypt 2. Italy 3. Mesopotamia 4. Persia 5. Anatolia (modern Turkey)17. Who founded Cynic philosophy? 1. Cynos of Cyrene 2. Skepticos 3. Epicuros 4. Diogenes 5. Zeno18. Which of the following is true of the Hellenistic Period? 1. political power was mainly in the hands of the Greek city states. 2. most governments were democratic 3. during this period the first Greek philosophers lived 4. people seem to have felt frequently a sense of isolation and alienation. 5. during this period Athens achieved complete dominance over Greece.19. The name of the Hellenistic goddess Tyche may be translated as 1. Fortune. 2. The Unknown. 3. Ishtar. 4. The Only God. 5. the Divine Alexander.20. The period of about 430-360 B.C. saw 1. Roman conquest of the Greek world. 2. almost constant warfare and the weakening of the Greekcity states. 3. the destruction of the ancient Near Eastern Kingdoms bythe Sea Peoples. 4. colonization and the beginnings of lyric poetry. 5. the rise and fall of the Assyrian empire.

Section II:

1. What was the immediate effect of the Agricultural Revolution? 1. the development of the primary civilizations in the great river valleys. 2. the first use of tools. 3. the development of language. 4. the unification of Sumer and Akkad 5. the appearance of the peasant village (Neolithic) cultures.2. Which of the following is true about the Sumerians? 1. They were Semites. 2. They developed the first Mesopotamian civilization. 3. They were always unified into a single empire. 4. They were highly democratic. 5. Their language is closely related to English and German.3. All of the following are true of early Egypt except 1. It was a theocracy. 2. It was usually unified. 3. It was a prosperous and usually peaceful society 4. The ancient Egyptians were a native North African people. 5. It was frequently invaded by other groups.

4. Which of the following groups was famous as explorers and merchants? 1. Egyptians 2. Phoenicians 3. Akkadians 4. Assyrians 5. Hebrews5. Which of the following groups formed their distinctive culture primarily during the Second Age of Empires, c. 1200-330 B.C.? 1. Egyptians 2. Hebrews 3. Akkadians 4. Hitties 5. Minoans6. All of the following are true about the Hebrews and their religion except 1. The Jewish religion was basically very similar to the religions of ancient Egypt and Mespotamia. 2. The Hebrews were never extremely strong militarily or politically. 3. Judaism continues to be an important living religion and has greatly influenced other religions, such as Christianity and Islam. 4. The Jewish religion was very concerned with marriage and family. 5. The Jewish religion and view of God was fully developed from the beginning and underwent no significant changes through time.7. The great monarchy that unified the Near East in a very large empire that endured until its conquest by Alexander the Great was the empire of the 1. Romans 2. Persians 3. Egyptians 4. Hebrews

5. Phoenicians8. Which of the following was much more typical of the Greeks than of the ancient Near Eastern civilizations? 1. individualism 2. monotheism 3. political unity 4. theocracy 5. irrigation9. Which of the following was not part of government of a typical Greek village during the Dark Ages? 1. Gerousia (Council of Elders) 2. Hellenotamiae (Council of Priests) 3. Ekklesia (Assembly of Warriors) 4. Basileus (War chief)10. All of the following are true of Athens except 1. Athens' internal political evolution was a peaceful process, involving compromise and never violence. 2. Athens followed a generally typical course of political development during the Lyric Age. 3. Athens developed into a democracy during the fifth century B.C. 4. Even in Athenian democracy, women and resident aliens had no political voice. 5. During the fifth century B.C., Athens developed a violent rivalry with Sparta that led to a long, destructive war.11. The great Greek woman writer of lyric poetry, who is generally acknowledged to be one of the greatest authors of western civilization, was 1. Homer 2. Sappho 3. Solon 4. Akhenaton 5. Archilochus

12. The Delian League was 1. the chief ally of the Persians during the Persian Wars. 2. the institution Sparta used to dominate the Peloponnesus. 3. created by Philip of Macedonia. 4. created to rule Alexander's kingdom after his death. 5. the alliance headed by Athens that developed because of the Persian Wars.13. A helot was 1. a Spartan slave. 2. an Athenian slave. 3. an unfree agricultural serfs in Sparta. 4. an office in the Athenian government. 5. a subject of the Persian king.14. The first Greek philosopher was 1. Solon. 2. Thales. 3. Archilochus. 4. Pericles. 5. Sophocles.

15. Who won the Peloponnesian War? 1. Persia. 2. Sparta. 3. Macedonia. 4. Athens. 5. Thebes.16. The Hellenistic Period was approximately 1. 1200-800 B.C. 2. 800-500 B.C. 3. 500-330 B.C. 4. 330-30 B.C. 5. 30 B.C.-A.D. 50017. After Alexander, his empire 1. continued as a unified whole until conquered by the Romans 2. continued as a unified whole and was known as the Roman Empire 3. was quickly reconquered by the Persians. 4. was divided by his generals into a number of kingdoms 5. became democratic18. All of the following are true about Philip of Macedonia except 1. He made Macedonia into a major power 2. He was the father of Alexander the Great 3. He founded the Hellenic League 4. He promoted the spread of democracy 5. He planned to attack the Persian Empire19. All of the Hellenistic philosophies had in common 1. the goal of achieving individual happiness 2. monotheism 3. promotion of loyalty and patriotism to the Hellenistic monarchies 4. inquiry into the nature of the world's composition. 5. mysticism.20. Which of the following was typical of the Hellenistic Period? 1. war with the Persian Empire. 2. lyric poetry. 3. democracy. 4. political domination of Sparta over other Greek city state. 5. worship of Tyche.Section III: Identify (in a paragraph explain the basic information: who, what, where, when, why, how, significance) of five of the following:Sumer, Hittites, Semites, Phoenicians, theocracy, lyric poetry, Peloponnesian War, Tyche, Agricultural Revolution

Section IV: Answer two of the following. A decent answer ought to be several paragraphs long, address itself to the question directly, and support its conclusions with specific factual information.1. What role did irrigation play in the development of the earliest civilizations?2. In what sense was Athens during the fifth century B.C. a democracy? What was democratic about Athens in this period?3. How did Alexander's conquests change the world?4. How did Socrates change philosophy?5. In what ways were the primary civilizations of Egypt and Sumer similar? Why?

Map: On a map identify the following locations: Nile river, Euphrates River, Tigris River, Sumer, Akkad, homelands of the Hebrew, homeland of the Hittites, Athens, Sparta, Ionia, Macedonia

SECTION IIIn this section you will find the materials necessary to prepare for Exam II: Units V-VIII, Sample Exam II. You will find the Readings for this section, Group 2, in a separate section at the back of this Pip Packet.

UNIT V: THE RISE OF ROME

Objectives: Understand the cultural influences that shaped early Rome and how Rome grew from humble beginnings to a powerful empire, and then lost her republican form of government.

Readings: McKay Chapter 5

Study Guide:1. Define (who, what, where, when, why, how, significance): Etruscans, dictator, Celts, Gauls, franchise, senate, plebeians, patricians, Struggle of the Orders, Carthage, Punic Wars, Hannibal, Scipio, Cato, Tiberius and Gaius Gracchus, Marius, Sulla, Julius Caesar, First Triumvirate, Octavian, Augustus.2. How did the Greeks and Etruscans influence the early Romans? Where in Italy were the Greeks and Etruscans settled?3. What was the importance of the early Roman wars?4. Sketch the principal magistracies and political organs of the Roman Republic.5. What was the Struggle of the Orders, how was it resolved, and why did it take so long?6. Why did the Punic Wars last so long? What was the chief result of these wars?7. Compare and contrast the attitudes of Cato and Scipio toward Greek culture. Was Greek culture really a threat to the Romans? Why did it seem so to some?8. What problems did Rome face c. 133 B.C.?9. What trends do you see in the period 133-27 B.C.?

Chronological Outline753 B.C. Traditional date of the founding of Rome509 B.C. Traditional date of the establishment of the Roman Republic390 B.C. Gauls sack Rome264-202 B.C. First and Second Punic Wars202-146 B.C. Rome takes the Greek eastern Mediterranean133-27 B.C. Destruction of the Roman republican form of government.

Lecture: Early Rome

I. BackgroundA. Patriarchal organization of primitive Italy.B. Phoenicians settle in N.Africa, Sardinia, Corsica

1. Chief city = Carthage.2. General term for these western Phoenicians = Carthaginians.3. Visit Italy as merchants.4. Important influence on early Italy peoples.

C. Greeks1. Settle in S. Italy.2. Important cultural influence.

D. Etruscans1. Conflicting theory of origins.2. Civilized relatively early.3. Importance influence on Romans and other Italians.

II. Roman beginningsA. Roman foundation myths not reliable.B. Real origins obscure and unimportant.C. Later, stories much elaborated out of sense of competition with Greeks

and to promote glory of leading families.III. Monarchical Period, c. 1000 (753 B.C.) B.C.-500 B.C.

A. Primitive monarchy1. Rex2. Senate (Senex=old man)3. Comitia Curiata (Curia, -ae)4. Parallels to early Greek and early German origins.

B. Most later myths not reliable.C. Class system

1. Patricians (parallel aristocrats)2. Plebians (poor farmers)

D. End of the monarchy: edifying myth vs. aristocratic coup.IV. Early Republic, c. 500-300 B.C.

A. Conflict of the Orders1. Problem a. Initial Patrician political and economic domination. b. Rise of Plebian economic and military talent.2. Means a. Plebian protests: Consilium Plebis, argument, non-cooperation. b. Need for consensus to change government.3. Stages a. Reforms c. 450 B.C. b. Reforms c. 360 B.C. c. Final reforms c. 287 B.C.4. Results: Legal equality; practical oligarchy

B. Development of government1. Monarchy: Rex, Senate, Comitia Curiata2. Early Republic: 2 Consuls, Senate, Comitia Curiata3. Changes c. 450 B.C.4. Changes c. 360 B.C.

5. Changes c. 287 B.C.C. Intimate connection between Struggle of the Orders and government

development

D. Struggle for survival1. Vital role of location on one good ford of Tiber river.2. c. 750-400 B.C. a. Pure survival b. Against southern Etruscans, many mountain tribes, fellow Latins.

c. Area: small, about 1/2 McLean county.d. Precarious stability by 400 B.C.

3. Celtic Invasion, c. 400 B.C., destroys all gains.4. C. 400-350 B.C. Romans re-establish security zone in central Italy.5. Effects of early struggles: Romans become militarized and paranoid.

Lecture: Middle and Late Republic

I. Middle Republic, c. 300-133 B.C., political-military historyA. Expansion over Italy 1. Roman "paranoid aggression" 2. Some welcome expansion of Roman power

3. Roman non-interference in daily lifeB. Punic Wars: Roman domination of the western Mediterranean.

1. Origins of conflict.2. First Punic War, 264-241 B.C.

a. Indecisive conflict between land and naval power.b. Many deadc. Romans acquire Sicily

3. Interwar perioda. Roman actions in Sardina guarantee continuation of conflictb. Carthaginian expansion in Spain

4. Second Punic War. 218-203 B.C.a. Roman provocation leads to warb. Hannibal invades Italy

1. Battle of Lake Trebia2. Battle of Lake Trasamene3. Dictatorship of Q. Fabius Maximus "Cuncator"

a. Rejection of Fabius' leadershipb. Battle of Cannaec. Development of Fabian tacticsd. hannibal and elephantse. Effects of prolonged fighting In Italy

4. Fighting elsewhere: Spain, Sicily, Greece (First Macedonian War)

5. Scipio and invasion of Africa; peace6. Effects of war:

a. Devastation of Italian agricultureb. Carthage brokenc. Rome as master of western Mediterraneand. Grudge to be settled with Macedonia--beginning

of Roman involvment in East.7. Third Punic War: Rome wipes out Carthage

C. Expansion into East, 200-30 B.C.1. Macedonian Wars

a. Review 1st Macedonian Warb. 2nd Macedonia War

1. Beginnings of a pattern: Greeks encourage Roman intervention

2. Beginnings of a pattern: Hellenistic monarchies collapse easily

a. No real citizen loyaltyb. Mercenary soldiers not good

3. Beginnings of a pattern: genuine Roman reluctance to annex eastern lands; not naked imperialism.

c. 3rd Macedonian War: continued Roman reluctance to annex.

d. 4th War: finally, annexation.2. Other wars and interventions

a. Seleucid War: another example of Roman withdrawalb. Galatian Intervention: example of Greeks promoting

intervention.c. War prevented between Ptolemies and Selecids: positive

actiond. Slave raid in Epirus: negative actione. Attalid inheritance: inevitability of Roman take over

3. Inadequacy of Roman government for good government in annexed areasII. Middle Republic, intellectual history: coming to terms with Greek culture.

A. Presence of Greek culture from early periodB. Intimate acquaintance from expansion over ItalyC. Ambiguous feelings

1. admire culture 2. dislike and fear Greeks 3. sense of Roman cultural inferiority

D. Variety of reactions1. Conservative rejection (Cato the Elder)--in vain2. Enthusiastic acceptance--Scipio Africanus and son

E. "Conquering the conqueror was conquered." III. Later Republic, 133-27 B.C.

A. Collapse of the Republic as a result of stresses brought by success.1. City government trying to rule the world.2. Corrupting influences of wealth and power.

B. Characteristics1. Charasmatic leaders2. Military leaders3. Breakdown of respect for law, order, tradition4. Increase in violence

C. Incidents illustrating collapse1. Gracchi brothers2. Sulla and Marius3. Career of Julius Caesar

III. Narrative account 46-27 B.C.: Final chapter in the death of the Republic and the Rise of the new Imperial order.

UNIT VI: PAX ROMANA

Lectures: The Roman Empire at its Height, Christianity.Objective: Understand the theoretical and actual bases of the Principate and the characteristics of life and culture during the Principate. Learn how Christianity grew in this world, and what sorts of reasons have been offered for the fall of the Roman Empire.

Reading: McKay Chapter 6

Study Guide: 1. Define (who, what, where, when, why, how, significance): Augustus, princeps, principate, Virgil, Paul of Tarsus, Hillel, gentiles, Mithraism, Good Emperors, Goths, Diocletian, Constantine, Constantinople, dominus, Edward Gibbon, Isis, Cybele.2. What was the theoretical bases of Augustus' powers?3. What was Judaea like at the time of Jesus?4. Judged as a whole, did the Roman emperors provide good government?5. What was the third century A.D. like?6. How did Diocletian and Constantine change the Roman empire?7. What problems did the Romans face after Constantine?8. Why was Christianity persecuted?

Chronological Outline27 B.C.-14 A.D. AugustusA.D. 96-180 Good Emperors3rd cent. A.D. chaos within the Roman empire284-337 A.D. Diocletian and Constantine476 A.D. End of the Western Roman Empire

Lecture: The Roman Empire at Its Height

I. Review period from death of Caesar to Battle of ActiumII. Octavian's problem

A. Republic has malfunctioned for a century; it cannot be revived simply.B. Roman hatred of kings and autocracy.C. Octavian's solution: hypocritical "republic," which is actually an autocracy.

1. 27 B.C. republic "restored"2. Octavian given a "few" special powers, which really amount to

absolute control over governmenta. Control over army, treasuryb. Elaborate theoretical basis disguises true basis of power:

force!c. Octavian also gets many honors, including new name:

Augustusd. Augustus is the first emperor, a modern term.e. Augustus uses the term princeps from which comes the term

for his form of government, principate. f. Augustus' success in reconciling various groups to the new

order.D. Octavian's solution: a pragmatic success.

1. Reconciliation of various elementsa. Senatorsb. Equestiansc. Commonsd. Provincialse. Freedmenf. Intellectuals

1. Vergil2. Livy3. Ovid

2. Return of peace and prosperity.3. Pax Romana, c. 27 B.C.-A.D. 1804. "Good Emperors" of the second century A.D. as height of Empire.

III. Culture of the Roman EmpireA. UrbanizationB. Art and architectureC. LiteratureD. ReligionE. Romanization

Lecture: Christianity

I. SourcesA. Roman sources know little about first century of Christianity.

a. Read Tacitus, Suetonius, Pliny the Younger.B. Jewish sources know little of first century of Christianity.

a. Read Josephus.C. Small sect in obscure, poverty-ridden, unimportant province.D. Need to go to New Testament for information.

a. N.T. basics1. Greek.2. Collection of documents: 4 biographies, 1 continuation (Acts),

21 letters, 1 book of prophesy (Revelation).3. Authorship of most uncertain.

b. Selection process1. There were other gospels, epistles, books of prophesy.2. Selection/elimination due to age, authority, quality,

usefulness, and ???3. Those kept:

a. Written in second half of first century A.D.1. Dying off of witnesses probably important factor.

b. Selected by use of Churches first-third century A.D.II. Minimal outline of early Christianity

A. Minimal outline virtually all can agree upon.1. Obviously, much room for varying additional interpretation.

B Outline1. Judaea was a disturbed, chaotic province of the Roman Empire.2. Many different ideas of what would happen among Jewish

population.3. Number of prophets, would-be political and spiritual leaders.4. Jesus (Yoshua) appears and preaches, gaining some followers.5. Put to death by the Romans to satisfy the religiously conservative

elements in society.6. Some (not all) become convinced that Jesus rose from the dead.7. Group begins to organize around this belief.8. Initially, what will become Christianity was WITHIN Judaism and

hoped to BECOME STANDARD JUDAISM.9. Despite some converts, Christianity fails to takeover Judaism.10. Paul turns emphasis toward seeking gentile converts by giving up

observance of Jewish Law, including circumcision and dietary regulations.

11. Since observation of Jewish Law, particularly circumcision, defines Judaism, this leads to break between Christianity and Judaism.

12. This was undoubtedly hastened by unsuccessful Jewish Revolt against Rome.III. Growth of Christianity

A. For a long time, obscure and unimportant.B. Slow initial growth in numbers, though wide geographic spread.C. First come to notice of wider world c. 100 A.D.D. Subject to misunderstanding

1. Bases of misunderstanding: exclusivity of Christianity vs. inclusivity of pagan religions; mos majorum; dangers of being identifable minority.

2. Misunderstandings: criminal, atheistic, cannibalistic, sexually immoral, communistic, anti- social.

E. Persecutions1. Much fewer and smaller than generally imagined.2. Several types

a. Mob actions: irregular, often in times of crisis.

b. Central government persecution: none until 250, then no more

until c. 300.3. Never serious danger--actually promotes the religion.

F. Growth1. Slight growth during Pax Romana (1st-2nd centuries A.D.)2. Third Century

1. Political military chaos, break down of empire, bad times.a. Sketch to time of Valerian and Gallienus.b. Valerian and Gallienus.c. Sketch of Illyrian Emperors

2. Appeal of absolutist creed in times of troubles.IV. Competition

A. Isis: appeals to women and family, but marginal to men.B. Mithras: appeals to men, but little to women.C. Cybele: emotional appeal, but hard to recruit priestsD. Divine emperors: genuine appeal, but less when things go bad.E. None are absolutist; thus all are more acceptable to authorities, but less

meaningful to followers.V. Diocletian and Constantine

A. Diocletian1. Background.2. Reforms

1. Administrative organizationa. Model for later Church organization

2. Army3. Tetrarchy4. Dominate (Dominus) replaces Principate (Princeps).5. Great Persecution6. Retirement

B. Constantine1. Backgound2. Abolition of Tetrarchy3. Completion of other reforms4. Moves capitol to Constantinople5. Adoption of Christianity

1. Myth of Constantine's Vision2. Practical motive and/or personal conviction ?3. Christianity first tolerated, then favored; eventually (395)

paganism outlawed.4. Conversion of tens of millions in short time.

VI. Success brings new problemsA. Problem of absorbing many new converts, not all sincere, not all

knowledgeable.B. Problem of how to utilize newly acquired imperial coercive power.

UNIT VII: THE MAKING OF EUROPE

Objectives: Understand the elements of continuity and change in early medieval Europe, particularly the roles of Germanic culture, the Church, the Byzantine Empire, and Islam.

Reading: McKay Chapter 7

Study Guide:1. Define (who, what, where, when, why, how, significance): Volkerwanderungen, Huns, Visigoths, wergeld, Anglo-Saxons, Clovis, Arius, Athanasius, Ambrose, pope, Catholic, Augustine, monasticism, Benedict, Byzantine Empire, Justinian, Mecca, Mohammed, Arab, Koran, Islam, Muslim, Allah, Beowulf.2. Where in the Roman Empire did the chief Germanic tribes settle?3. Was the pope always the leader of the entire church? If not, how did the position develop?4. How did Christian attitudes toward classical culture change in the course of time?5. Augustine's City of God offered a Christian theory of history. What was it and what importance has it had?6. What importance did Benedictine monasteries have for early medieval society?7. What importance did the Byzantine Empire have for western Europe?8. In what ways is Islam similar to Christianity and Judaism?9. What importance did the Islamic world have for western Europe?

Chronological Outline430 Death of Augustine476 End of the Roman Empire in the West565 Death of Justinian632 Death of Mohammed

Lecture: The Barbarians and the Fall of the Roman Empire

I. Review of Diocletian and ConstantineA. Principate gives way to Dominate.B. Christian Roman Empire

II. New strains on Christianity: strains of success and power.A. Absorbing millions of new converts.B. Need to expand and regularize organization.C. Need to come to terms with potential of coercive power of governmentnow at the command of the Church.D. Heresy

1. Two definitions of heresya. Church definition: "wilful belief in theological error."b. Pragmatic definition: non-standard religion

2. Divisions within Christianity from earliest days.3. Before Constantine, heresy dealt with by argument.4. Now, coercive power of state (i.e. military power) available.5. Case study: Donatists

a. North Africab. Argument over whether defectors can return and resume

control of Church.c. Those who remained faithful make tactical error: deny

efficacy of forgivenessd. This weakens Church's power of disciplinee. Declared heretics, Constantine sends troops to suppress.f. Africa erupts in decades long civil war, destructive of ancient

civilization.6. Case study: Arian heresy

a. Orgins in personalities, backgrounds, ambitions of Arius and Athanasius.

b. Focuses on problem of trinity1. Arius: before the beginning of time, God the Father

created the Logos, who became Jesus upon his manifestation on earth, who created the Holy Spirit.

2. Athanasius: God the Father, God the Son, God the Holy Spirit are eternal, neither created nor creating. They are three distinct entities and yet they are also all the same.

c. Conflict spreads throughout the eastern part of the Church.d. Constantine tries to settle: Council of Nicaea.e. Conflict spreads throughout society and becomes the focus of

many other unarticulated conflicts.f. Drags on for years, dividing society, leading to riots,persecutions, deaths, societal degeneration.

7. Significance of heresiesa. Divides and weakens society.b. Distracts from pressing problems in real world: barbarians

III. BarbariansA. Sources

1. Caesar2. Tacitus

B. Roman-barbarian interaction: Romanization and barbarizationC. Barbarian culture before invasionsD. Barbarians weak compared to Eternal Rome.E. Eruption of Huns

1. Non-German2. Appear 3723. Culture4. Drive Visigoths into Empire in 376

F. Roman mistreatment of Visigoths leads to Adrianople.G. Visigoths return to reservationH. Indian Summer of the Roman Empire, 382-395.I. 395: Visigoths on the Warpath.

1. Division of the Empire2. Visigoths shunted into western Empire3. Constantine III revolts in Britain and Gaul4. Troops pulled off Rhine, which is entrusted to Franks.5. 406 Germans cross the Rhine in huge numbers.

J. Pattern of German settlement in Empire1. Franks: N. France2. Visigoths: S. France and N. Spain3. Lombards & Ostrogoths: Italy4. Vandals: N. Africa and S. Spain5. Angles & Saxons: Britain6. NOTE: EASTERN EMPIRE REMAINS INTACT (BYZANTINE EMPIRE)

K. Mechanics of Germanic settlement1. Accomodation with existing Romans2. No desire to destroy or even replace Romans and Roman culture3. Persistance of Latin over most of area4. Arian/Catholic split tends to separate Romans and barbarians

L. Franks1. Clovis 486-511

a. Unifies area, only to divide it upon his deathb. Converts to Catholic Christianity, setting stage for complete

cultural blending of barbarian and Roman.2. Later Merovingians

a. Recurring pattern of unity and disunity.IV. Interpretation

A. "Decline and Fall"1. Mere circumstancial account seems inadequate; search for broader

meaning.2. Inadequate explanations

a. Corruption (TV preachers)b. Quasi-racial (Tenny Frank)c. Economicd. Population (Arthur Boak)e. Christianity (Edward Gibbon)f. Decline of Elite (Michael Rostovtzeff)g. Lead Poisoning

3. Complexity of problem4. Possibly important cause: loss of loyalty and commitment

5. Redefinition of problem: Henri Pirenne6. Distinction between Fall of Roman Empire and End of Ancient

Civilizationa. Barbarian kingdoms mini-Roman Empiresb. Little actually changed by end of Empire

7. Essential characteristic of Roman Empire: Mediterranean centered.8. Essential characteristic of Medieval heirs to Roman Empire: three

separate worlds, Western Europe/Byzantine World/Islam, separated by Mediterranean.

9. Problem becomes how did Mediterranean unity break up?a. Long processb. Beginning c. 200 A.D.c. Complete c. 800 A.D.d. Many factors

10. Represents an essential shift in Western Civilization.

Lecture: Byzantium

I. Disappearance of Roman control in the West, 395-480II. Survival of Roman state in East

A. Why?1. Richer, stronger than the West2. Conscious sacrifice of West to preserve East?3. East less exposed to barbarian inroads

B. Term "Byzantine"1. 16th century western2. Byzantines think of selves as Romans3. Define

C. Strengths 1. Big population2. Numerous cities3. Wealth

D. Could these strengths be used to rebuild the Roman Empire?III. Justinian (527-565)

A. Nephew of rude soldier who became emperorB. Little culture himself, but great vigorC. Aided by Theodora

1. Origins2. Slandered by Procopius

D. Great ambition: Restore Roman Empire!1. Attacks North African Vandals

a. Dynastic dispute provides opportunityb. Vandals collapse within a year!

2. Invasion of Spanish Visigothsa. Initial success

3. Invasion of Italya. Within 5 years, conquers north to Po river

E. Domestic Policies1. Army reforms, great fortifications and garrisons2. Administrative reforms

a. Trim dead woodb. Tighten organization

3. Assumes high degree of control of Church in East4. Great building progams: Hagia Sophia in Istanbul5. Corpus Iuris Civilis

1. Chief vehicle for preservation of Roman Law2. Transmits Roman Law to West and later ages

F. Evaluation1. Wars

a. Some territorial gains, but small and relatively short livedb. Tremendous destruction for Italyc. Tremendous cost for Byzantines

2. Army reforms reversed by economic shortage caused by wars3. Administrative reforms undermined by needs for money4. Building programs produced non-wealth producing buildings, such

as Churches.

5. Even Corpus iuris Civilis is little good to Byzantines, being in Latin and Byzantine world will soon be all Greek.

6. Overall evaluation: Vision exceeds graspa. Roman Empire really deadb. General refusal to see thatc. Continued dream of Empire, both East and West

III. Heraclius (610-642)A. Essential to understanding rise of IslamB. Byzantine Empire attacked by Slavs and Persians

1. Slavs overrun Balkans, Greece2. Persians overrun Syria, Palestine, Egypt, Anatolia3. Byzantine Empire reduced to Constantinople4. Heraclius brilliant, bloody raids into Persia5. Byzantine generals take on Slavs6. Revolution in Persia; Persia sues for peace.7. Byzantines rebuild empire.8. Both Byzantines and Persians utterly weak9. Heraclius cracks mentally10. At this point, Arabs under influence of new Islam expand suddenly

out of Arabia.11. End of the reign

IV. Later Byzantine Empire--political historyA. Lombards invade and take most of ItalyB. Slavs overrun Balkans and much of Greece--Byzantine holding there fluxuate C. Arabs salami slice away in EastD. After 1000, Turks show up and conquer most of Anatolia.F. Stabbed in back by western Crusaders in 1208.G. Mid fourteenth century, Turks take Greece.H. 1453: Turks take Constantinople, ending Byzantine Empire.

V. Byzantine Empire: Cultural historyA. Center of learning.B. Economically advanced over west.C. Its own culture evolved ever farther from Roman originsD. Development of its own distinctive eastern Christian culture,far more sophisticed and civilized beyond the Latin West.

1. Illustrative story: Liuprand of Cremona visits Constantinoplein 949.

VI. Significance of Byzantine Empire to western civilizationA. Preserved ancient learning of Greeks and RomansB. Its own sophisticated culture tutored western Europe.C. It mediated much of Islamic culture to western EuropeD. Served as a trading partner for Europe, especially enriching ItalyE. Served as a shield against the expansion of Islam across Eastern Europe.

Lecture: Islam

I. Arabia before IslamA. Long settledB. Civilization combination of ancient near East, Greco-Roman, native ArabicC. Religions: pagan, Christianity, JudaismD. Tension between bedouin and townsmenE. Population excess in early 7th century?

II. MohammedA. Ordinary manB. Visited by Angel Gabriel, to give Mohammed, final revelationC. Converts family, lower classes, some rich merchantsD. PersecutedE. Hegira

1. Invited to Medina2. Friday, 16 July 622: Hegira3. Welcomed as relgious leader4. Able to develop ideas fully

F. Returns to Mecca1. Cleanses kaaba of corrupt pagan practices.

G. Dies in 6321. 1/3 Arabia united2. First border incursions v. Persians and Byzantines3. Created the new religon of Islam

III. IslamA. Name of religion: Islam (Submission [to God])B. Member of the religion: Muslim [or Moslem] (One who submits [to God])C. Koran: sacred book of Islam

1. 114 chapters2. Few dictated by Mohammed3. Many remembered4. Opening prayer, then organized by length5. Regarded as word of God transmitted to Mohammed by Gabriel6. Central role in Islamic culture

a. basis of law, daily life, communal livingb. unites by languagec. school book

7. Concernsa. God (Allah): attributes, powers, realtions to manb. Day of judgment; heaven and hellc. Cast of characters: angels (genii), Adam, Noah, Abraham,Moses, David, Solomon, Elijah, Job, Zachariah, Alexander the

Great (!), John the Baptist, Mary, Jesus--all regarded as prophets. Also Devil and rebel genii, heaven and hell.

8. Message: Personal salvation if available to the righteous; the path to righteousness is revealed in the Koran given to Mohammed.

9. Dogmaa. basically simpleb. There is no God but God and Mohammed is His prophetc. The Koran is the revealed word of God

10. Duties: Five Pillars of Islama. Open profession of faith: There is no God but God and

Mohammed is His prophetb. Regular prayer; Not specified in Koran, but ritual soon

developsc. Giving of charityd. Fasting: especially during the lunar month Ramadane. Pilgrimage to Mecca, if possible

11. Strengthsa. Simplicityb. Understandable Godc. Straightforward dogma and dutiesd. Understandable rewards and dutiese. Moving and inspiring holy scripture

IV. Expansion, 632-650A. Crisis at the death of Mohammed: unite around a leader with the title of

Calif (representative or vicar, of God)B. Within two years, Arabia unitedC. Within ten years, Islam conquers Persian Empire into Pakistan, and from

the Byzantine Empire: Syria, Palestine, Egypt, Cyrene.D. By 650, Islam takes Cyprus and challenges Byzantines for naval

supremacy in the eastern MediterraneanE. Reasons for expansion

1. religious inspiration2. Mutual exhaustion of Persians and Byzantines3. Humanity of Islam4. Tax and other advantages of becoming Muslim

V. Omayyad Califate, c. 650-750A. Internal history

1. Hereditary Califate replaces elective2. Triumph of urban aristocracy over desert bedouin

B. Slower expansion1. Across North Africa

2. Spaina. First entry: 710b. Gib-al-Tarik and conquest: 711c. Muslim Spain, 711-1492

3. Francea. Entry: 718b. Potiers: 732c. After 732 activity in Sicily, Italy, S. France, even Switzerlandd. Disunity makes real European conquest impossible

4. First penetration of sub-Sahara AfricaC. Extent of Islam c. 750: From Byzantine Empire: Spain, North Africa, Egypt,

Palestine, Syria; from Persian Empire: Mesopotamia, Persia, Pakistan; Indus River valley, Samarkand to borders of China.

D. Strengths1. Unity: religious, linguistic, cultural, compounded from many

heritages2. Developed, prosperous economy

3. Advanced urbanization4. Advanced scholarship, science, leaning, literature.

E. Weaknesses1. Political disunity2. Potential religious conservatism

F. Contrast with contemporary western Europe.

UNIT VIII: THE CAROLINGIAN WORLD

Objectives: You should learn how feudalism worked and the significance of Charlemagne and his Carolingian Renaissance.

Readings: McKay Chapter 8

Study Guide:1. Define (who, what, where, when, why, how, significance): Henri Pirene, feudalism, fief, vassal, serf, manorialism, mayor of the Palace, Carolingian, Charles Martel, Charlemagne, Carolingian Renaissance, Beowulf, Alcuin, Vikings, Normandy, Magyars.2. In what sense can the ancient world be said to have ended in the eighth century?3. Feudalism involves mutual obligations. What does a lord give to a vassal? What does a vassal give to a lord?4. Why did serfdom grow in early medieval Europe?5. What did Charlemagne accomplish in the following areas: territorial expansion, government, intellectual revival?6. What is the significance of the imperial coronation of Charlemagne?7. What happened to Charlemagne's empire after his death? Did this in any way create conditions that encouraged the activities of the Vikings and Magyars?

Chronological Outline814 Death of Charlemagne800-1000 Break up of the Carolingian Empire, Vikings and Magyars, rise of feudalism

Lecture: The Franks Through Charlemagne

I. Definition of Early Middle Ages.A. 500-1000B. Replacement of ancient Mediterranean unity with new Northern European

unity.C. Breakdown of much of Roman heritage despite attempt to preserve it.D. Preservation of much of Roman heritage.E. Integration of two waves of barbarians, c. 500 and c. 900.

II. Situation in Europe c. 500 A.D.A. Western half of Roman Empire replaced by barbarian kingdomsB. Eastern half remains intact, now called Byzantine EmpireC. Mediterranean Unity (Pirenne Thesis) remains intact; western barbarian

kingdoms are mini-Roman Empires.D. Barbarian rulers wish to regularize positions with Byzantines, not destroy

Roman civilization.E. Pattern of German settlement in Empire

1. Franks: N. France2. Visigoths: S. France and N. Spain3. Lombards & Ostrogoths: Italy4. Vandals: N. Africa and S. Spain5. Angles & Saxons: Britain

F. Barbarians and Romans interact1. No attempt to wipe out or drive out Romans2. In self-interest of barbarians to preserve Romans

a. Like Roman lifestyle and productsb. Like Roman political structures (such as tax system)

3. Deals cut between barbarians and Romansa. Typically, barbarians take 1/3 of biggest land holdings to

settle on1. Preserves Roman elite2. Emergence of Barbarian elites

4. Persistence of much of Roman culture and Romance languages5. Gradual degeneration of Roman culture6. Barrier to total assimilation: Arian/Catholic (Athanasian) split

III. FranksA. Initial disorganizationB. Romans accidentally provide organization for tribe.C. When enter Empire, weakly organized into several subgroupsD. Initially paganE. Clovis, 486-511

1. Low level of culturea. Gregory of Tours' story of holy water container

2. Inital unification of Gaul3. Conversion to Catholic Christianity

a. Story of motivation parallel to Constantineb. Doubtful if understood Christianity wellc. Mass converstion of Franksd. Last barrier to mixing of Roman and barbarian removed

4. Will divides Merovingian territories among sons.

a. Kingdom perceived as private possession, like socks and swords

F. Pattern of later Merovingian rulers1. Struggle to expand control during life

a. Warsb. Murdersc. Marriage alliances

2. Kingdoms divided at deatha. Persistence of private concept of kingdomb. Quality of rulers varies greatly

3. Effects of squabblesa. Disruption of societyb. Weakness of kingdomc. intermarrage and degeneracy (?) or Merovingian family

4. Degeneracy of later Merovingiansa. Apparently physicalb. Real power falls into hands of Maior Domo=Mayor of the

Palace=Butler.1. Pepin of Heristal and centralization of power2. Charles Martel and defeat of Muslims 732

5. Maior domo Pepin the Short replaces Merovingians with Carolingiansa. Pepin gets permission of Pope to depose last Merovingian

IV. Development of the PapacyA. Origins of Papacy: Petrine TheoryB. Other claimants to leadership all in EastC. As imperial power recedes, Papacy assumes increased secular power in

West. D. Gradual development of claims and of real power.E. Chief problem: Catholic Papacy surrounded by Arian barbariansF. Natural alliance between Catholic Franks and Papacy.G. Alliance becomes traditional even after Arianism fades away.H. Approval of Pepin's request of interest to the papacy also.

V. CharlemagneA. 768-814B. Personality: tall, fat, unexhaustable womanizer, great respect for learning

and culture.C. Conquest of Lombards in northern Italy

1. Finishing work of Pepin the Short2. Ensured safety of the papacy

D. Conquest of Germany1. 32 years of campaigning against Saxons2. Christianizes much of Germany

E. Against Muslims1. Chases them out of southern France2. Attacks them in Spain

a. Beginning of Reconquistab. Genesis of the Song of Roland

F. Development of governmental machinery toward ideal of government by laws rather than persons

G. Court becomes center for art and learning: i.e. Alcuin.H. Christmas 800: Charlemagne becomes Emperor.I. Weakness: too much depends on Charlemagne himself.J. He makes France rich but leaves it to weak sucessors.

Lecture: Late Carolingians, Vikings, and MagyarsI. Heirs of Charlemagne

A. Charlemagne's empire was a personal achievementB. Leaves empire to son Louis the Pious, who divides it among sonsC. Like Merovingians earlier, Carolingians now spend futile time and effort in

intrigue and civil wars as the family reunites and redivides the empire time after time.

1. Later Carolingians are largely inept rulersa. Note knicknames: Bald, Stammerer, Fat, Child, Simple

2. Rise of local nobles a. Origins in officials who now take power, old tribal leaders, old

Roman leaders, strongmenb. Military in character

3. Defense of empire decays, in the face of new threats from Vikings, Magyars, Muslims, and ambitious local nobles.II. Vikings

A. Scandanavians: Denamark, Norway, SwedenB. PaganC. Population explosion?D. Carolingian wealth and weakness attracts themE. Raids

1. Begin around 800; great period over by 10002. Raids coasts of Germany, France, Scotland, Ireland, England, Spain,

North Africa, Estonia, Latvia, Lithuania, up rivers into Russia, even into Mediterranean, and against Byzantine Empire.

F. Trading1. In all same areas.2. Often raid where weak, like France, and trade where strong,like Muslim Spain.

G. Settle1. Ireland, Scotland, England.2. France: Normandy3. Russia emerges out of blend of native Slav, Viking, and Byzantineculture.

1. Down Dnieper to Black Sea2. Body guards to Byzantine Emperors3. Story of the Great Circle Trip

4. Iceland, Greenland, abortive North American discoveriesH. Gradual introduction of Christianity

III. MagyarsA. Last barbarian migration into EuropeB. Non-Indo-EuropeanC. Ancestors of modern HungariansD. Fierce light cavalryE. Act like land-VikingsF. Beaten on battlefield and eventually Christianized

IV. MuslimsA. Continued dominance of SpainC. Gains in Sicily and S. ItalyD. Raids into France

E. Growing power of Europe neutralizes their threat by c. 1000V. Summation of Early Middle Ages, c. 500-1000

A. Long and hard period of European weaknessB. Charlemagne divides the period in half and provided hope and a modelC. By 1000, all European peoples in place and almost all Christianized, and

the two key institutions of the Middle Ages are welldeveloped: Feudalism and Church

Lecture: FeudalismI. State of Europe 850-1000

A. External attacks1. Vikings2. Magyars3. Muslims

B. Break down of centralized Carolingian administrationC. Rise of local nobility and associated disorderD. Needs

1. Regional defense2. Local defense3. Administration of justice and government on local level

E. Governing factors1. Absolute weakness of central authority2. Absence of money economy3. Importance of land and people to farm land.4. Dominance of professional armored horse warriors (=knights)

II. FeudalismA. Solution: Feudalism:

A system of decentralized organization of defense and goverance provided by establishing personal relationships among nobles through ceremonial acts (homage, fealty). These personal relationships createa hierarchy (lord, vassal, vassalage) through which mutual obligations are established: the lord giving to his vassal support in the form of a fief and protection, while the vassal gives to his lord military service and loyalty. Feudal relations are established among nobles of many levels, so most nobles are BOTH vassals and lords at the same time. This multi-layered nature of feudal relations create a feudal pyramid.

B. How does this solve society's problems?1. The feudal pyramid allows the raising of sizable armies of trained

knights, who beat Vikings, Magyars, Muslims.2. Lower levels of pyramid provide for local defense

a. Feudal pyramid provides some mechanism for settling disputes among nobility

b. Lord defends his fief and can call upon his lord and vassals (if any)

c. Still much higher level of violence in medieval society than in modern society

3. Provides justice and governancea. Lord exercises justice and governance on fiefb. Feudal pyramid provides justice among nobility

1. Two vassals of same lord2. Lord vs. vassal

a. Jury of peers

3. Remaining problems: if contending nobles belong to differing feudal pyramids

c. Justice is on the basis of custom: common lawIII. Feudal Society (as distinct from feudalism)

A. Classes1. Nobles

a. Romantic view exaggerates quality of lifeb. Romantic castles vs. squalid reality

2. Clergya. Largely recruited from nobilityb. Clerical celibacy as pragmatic means to keep nobility from

making control of the Church hereditary in familiesc. Believed to be essential for continuing existence of world

3. Peasantsa. Distinctly separate from noblesb. Several statusesc. Often live on Manor which is some nobles' fief or part of a fief

1. Serfs are bound to land but cannot be expelled2. Collective farming, with certain strips to particular

peasant families and certain strips to lord.3. Peasants live under feudalism but are not part of any

feudal pyramid4. Under jurtisdiction for justice and governance of the

lord on whose fief they live.5. Static existance, little travel or opportunity6. Frequent scarcity, poverty

4. Townspeoplea. Do not fit in abstract patternb. Actually therec. Ambiguous position requires them to look out for themselves

SAMPLE EXAM IIThis sample exam covers Units IV-VIII. This is a typical exam, but it certainly does not contain all or even the majority of possible questions. It is meant to be a means of self-testing. If you can take this exam and do well, you probably can do well on the actual exam, but merely answering the questions in this exam is by no means sufficient preparation for taking the actual exam.

History 101: Exam II Name_________________________

Section III: Place the correct number in the space by the area to be identified:1. ____: Rome 2. ____: Carthage 3. ____: Constantinople 4. ____: Mecca 5. ____: Homeland of the Vikings

SECTION III

In this section you will find the materials necessary to prepare for Exam III: Units IX-XIII, Sample Exam III

UNIT IX: REVIVAL, RECOVERY, AND REFORM

Objectives: Learn how Europe recovered prosperity toward the year 1000, and the role played by towns and the Church in the new prosperity.

Reading: McKay Chapter 9.

1. Define (who, what, where, when, why, how, significance): William the Conqueror, Otto I, Holy Roman Empire, burgher, bourgeois, town liberties, guilds, Venice, Cluny, Hildebrand, Gregory VII, "freedom of the church," lay investiture, Henry IV, Innocent III2. What factors led to an increase in political stability?3. What factors led to economic recovery?4. What factors led to revival within the Church?5. What was the purpose of the Crusades? What did they actually achieve?

Chronological Outlinec. 900-1000 General revival of Europe.1085 Death of Gregory VII

Lecture: Germany and the Investiture Controversy

I. German 800-900A. Breakdown of Carolingian centralismB. Rise of local noblesC. Raids of VikingsD. Raids of MagyarsE. Emergence of Tribal Dukes as prime feudal leadersF. King of Germany elected by Tribal Dukes, usually from royal family

1. Tribal Dukes do not want strong king who would limit powers2. Germany needs strong leadership to counter threats

II. Orgins of the Holy Roman EmpireA. Carolingians die out 911B. After Carolingins, crises force Tribal Dukes to elect strong kings.C. King Otto III (936-973)

1. Decides to try to replace Tribal Dukes as chief vassals with bishops and archbishops

2. Church men are able but not ambitious for secular power3. Churchmen favored by Otto III are Church Reformers

D. Background of Church Reform1. Church active and expansionist at time of Charlemagne2. Church suffers after Charlemagne

a. Target of aggressors because of wealthb. Decline in learning and moralityc. Pope emerging as de facto, as well as de jure, head of Church

3. Reform movement begins in monasteries, especially Cluny (in France, founded 910)

a. Object: save soulsb. Object: reform monasticism to confirm to highest morality

and learning4. Reformers exhibit zeal, organization, ability.

E. Basis of the alliance1. German kings get able administrators not concerned with secular

power to replace jealous Tribal Dukes2. Reformers get power bases to pursue reform3. Potential problem: to whome will German bishops owe prime

loyalty?F. Symbolic of alliance: Otto III granted title Holy Roman Emperor.

1. Long subsequent history of title2. Voltaire's bon mote: "neither holy, Roman, nor an Empire."

III. Otto III-Henry III (c.950-1050)A. Otto III's change succeedsB. Tribal Dukes decline in importanceC. German feudal pyramid relys on bishops and archbishops as primary

vassals of the Holy Roman EmperorsD. Germany develops best organized, strongest, most prosperous feudal

pyramid in EuropeE. Reform movement spreads through GermanyF. Reform movement spreads from Germany to Papacy itself through HRE

a. Henry III deposes three papal claimants and places German

Reformer on papal throne.b. Henry III places 5 German popes on thronec. On one trip, takes young monk Hildebrand from Cluny to Rome

G. Potential for conflict remains unresolvedIV. Henry IV

A. Succeeds as infant to HRE B. Tribal Dukes see opportunity to restore powers

C. Long struggle to reassert imperial prorogativesD. Ultra-sensitive about imperial prorogativesE. Abbrasive personality

V. Hildebrand/Gregory VIIA. Relatively humble backgroundB. Becomes important reformerC. 1073 elected Pope Gregory VIID. Desires:

1. Save souls2. Spread reform3. Make Pope supreme in Church so can do #1 and 2.

E. Abbrasive personality"He is a Holy Satan, who shows the pity of Nero, carasses by boxing,

and sooths by stroking with an eagle's talon."F. Gregory VII determines to take back supreme loyalty of German bishops

and archbishops1. Implication for Church

a. Only thusly will Chuch be master of own houseb. Only when master of own house can Church save souls

efficiently and reform self sufficiently.2. Implications for HRE:

a. If Holy Roman Emperor looses control of bishops, it will destroy feudal organization of GermanyVI. Investiture Controversy

A. Gregory VII issues Dictatus Papae1. "The Roman Church has never erred nor will it err to all eternity."2. The Pope "may be judged by no one."3. The Pope may depose bishops4. The Pope may absolve subjects of fealty to wicked men.5. The Pope may depose emperors.6. In essence, the Pope claims a higher position than the HRE.

B. Gregory claims LAY INVESTITURE is illegal1. Define2. Implications: he who invests determines who is bishop; he who

determines who is bishop appoints people loyal to him.C. Henry IV answers:

"Henry, emperor not through usurpation but through the Holy Ordination of God, to Hildebrand, false monk,...Thou therefore art damned..by the judgment of all our bishops and by our own. Descend and relinquish the apostolic chair which thou has usurped. Let another ascend trhe throne of St. Peter, who shall not practice violence under the

cloak of religion, but shall teach the sound doctrine of St. Peter. I, Henry, King by Grace of God, do say unto thee, together with all our

bishops, decscend, descend, be damned throughout the Ages. D. Gregory VII deposes and excommunicates Henry IV

1. Unity of Church in Germany shattered2. Opportunity for Tribal Dukes and other nobles to rebel3. Germany reduced to chaos

E. Henry IV surprizes Pope at Canossa, January 1077.1. Three days in snow2. Pope must forgive penitent sinner3. Restored, Henry continues battle

F. Gregory VII has rebel nobles unelect Henry IV1. Gregory VII recognizes new king, deposes and excommunicates

Henry IV2. Henry IV kills rival in battle

G. Henry IV invades Italy1. Captures Rome2. Gregory VII flees Rome, collapses on road and dies: "I have loved

justice and hated iniquity and therefore die an exile."3. Decisive moment in Investiture Controversy: Henry IV has lost public

sympathyH. Investiture Controversy continues

1. Henry IV survives to 1106, but never regains order.2. In effect, shift of public opinion has decided the issue.

VII. ResultsA. For Germany

1. Feudal pyramid of the HRE shattered2. HRE goes ever weaker and less organized throughout the rest of the

Middle Ages3. Germany comes into the modern world disunited and without well-

developed national political institutionsB. For Church

1. Church has reclaimed allegance of bishops and archbishops of Germany

2. Church has stood up to and broken most powerful secular leader3. Church assumes leadership of Europe 1100-1300

a. Example: Gregory VII succeeded by Cluniac monk Urban II who launches Crusades

Lecture: England to Magna CartaI. Early Britain

A. Romans pull out c.400B. Angles, Saxons, and other Germanic tribes pour in.

1. English is Germanic languageC. In face of Germanic invasions, Christianity retreats to Ireland

1. Brilliant art and literacy of Irish monasteries2. Irish monks spread Christianity back to England

D. By time of Charlemagne, England is Christian and organized in a number of different kingdoms

E. Britain badly hit by Viking raidsF. Many Vikings settle in Britain G. By mid-eleventh century, England (but not Wales or Scotland) united into

a single kingdomII. Norman Conquest

A. Anglo-Saxon King Edward the Confessor promises throne to Harold of England; William the Bastard, Duke of Normandy; Harald of Norway also has claim on throne.

B. Upon Edward's death, Harold of England grabs throne, Harald of Norway and William of Normandy invade.

C. Harold destroys Harald in north and makes epic march south to near Hastings

D. Battle: William becomes William the Conqueror, King of England (and still Duke of Normandy)III. Three great Medieval Kings of England

A. William the Conqueror: Creator of Strong English Feudalism1. Normands now masters of England2. Lands of all who fought for Harold forfit3. Most Anglo-Saxon nobles dead or in exile or will be soon4. William the Conqueror can impose whatever govenment he wants

a. William imposes well-organized feudal pyramidb. Does not impose better system because he, a medieval man,

is familiar with only feudalism5. Symbolic of the strength of William's government: Domesday

Census6. Final evaluation: He (William) excelled all rulers of his time im

magnamity and wisdom, never detered from any enterprize by toil or danger, who was equally able to cope with adversity and prosperity. He was temperate in eating and drinking and so disliked drunkeness that he seldom had more than three bottles of wine after dinner.

B. Henry I (1100-1135): Creator of Strong Royal Finances1. William leaves England to William II Rufus, Normandy to Robert, and

money to Henry.2. Henry soon ends up with all.3. Devoted to creating strrong financial basis for monarchy

a. If have money, can rent mercenaries for longer than feudal service.

b. Efforts to to convert personal feudal dues to money paymentsc. Stringent control of moneyers!d. Development of Exchequer

4. Leaves only Matilda at death.5. Destructive civil war between Matilda and Steven 1135-1154

C. Henry II: Origins of English Law1. Son of Matilda2. Early career3. Marries Elenore of Aquitaine

a. Duchess of important province b. Earlier married to King of France-annuledc. Conduct on crusaded. Combines Normandy with Aquitane and picks up much of rest

of France.e. Controls more of France than King of Francef. Problematic marrage

1. Four sons2. Elenore stirs up Great Revolt of 1173/43. Elenore ends up under house arrest for years4. Her long survival and subsequent career

4. Lasting work of Henry II: Lawa. Enforces idea that King of England should enforce criminal

law1. All nobles are part of the feudal pyramid he heads 2. Non-nobles live on fiefs of nobility3. Thus, all offenses are offenses against the King.

b. Develops new and pre-existing institutions into effective law-enforcement agencies

1. Itinerant judges2. Sworn inquest (ancestor of Grand Jury)

a. lawful men of a locality gathered together and sworn to tell if they knew of any crimes.

3. Royal writes (ancestor of Writ of Mandamus)4. Beginning of formulation of Common Law

5. Henry II and Churcha. Parallel to HRE, but of much less importance since England's

feudal pyramid not based on bishops.b. Henry II puts old friend in as Archbishop of Cantebury:

Thomas Becket.c. Becket becomes ardent supporter of Churchd. Henry confronts Becket with list, to which Becket first agrees,

then disagrees.e. Becket in exile for six years.f. Reconciliation--Beck returns to England--but matter of

criminous clerks remains and comes to headg. Henry makes drunken remark; Becket killedh. Henry threatened with excommunicationi. Henry whipped publically and has to admit Church trial of

clerics and appeal to papal courts.j. Really has little long range effect on England

6. Henry II begins English conquest of Ireland.IV. England at the time of the death of Henry II

A. Strongly unitedB. Strongly governed C. Beginnings of national institutionsD. Strong enough to survive poor rulersE. Growth towards strong, united country now almost automatic.

V. Richard the Lionhearted 1189-1199A. Sets the pattern for English kings over the next century: active but ineptB. Spends most time and money away from England on Crusades

VI. John 1199-1216A. John Lackland and John SoftswordB. Tries to centralize administration at the expense of the traditional nobilityC. Looses most of French holdings accumulated by Henry IID. Barons' Revolt

1. At Runnymede 1215 forced to sign Magna Carta2. Role of Magna Carta in imagination vs. reality of Magna Carta3. "No free man shall be taken or imprisoned or dispossessed or

outlawed or banished or in any way destroyed nor will we go against him or send against him except by the legal judgment of his peers and by the law of the land." I.e. the King is under the law, not above it.

4. "To no one will we sell, to no one will we deny, or delay the right of justice." I.e. the right to an impartial, full, and fair trial.VII. Henry III 1216-1272

A. Wits of Richard; charm of JohnB. Wastes time and resources.

1. Fruitless attempts to regain French lands2. Inept meddling in European politics

3. Sinks hopelessly in debt4. Must turn to barons (define) for help.

VIII. Richard, John, Henry III are poor kings, yet governmental institutions still growing, due to firmly established traditions.

UNIT X: LIFE IN CHRISTIAN EUROPE IN THE HIGH MIDDLE AGES

Objective: The student should pay attention to how people lived in the Middle Ages and to the roles that the various classes played in society.

Reading: McKay Chapter 10

1.Define: peasant, slave, serf, manor, demesne, chain mail, knight, noble, monk.2. What were the three classes of medieval society? Why was each felt necessary?3. What was the difference between a slave and a serf? Were the conditions of all serfs the same? Were all peasants serfs?4. What was a manor? How did agricultural methods improve during the High Middle Ages?5. What role did the local church play in daily life? What roles did monasteries serve in society?

UNIT XI: GOVERNMENT, LEARNING, AND ART IN THE HIGH MIDDLE AGES

A. Objective: The student should come to understand how government, universities, and artistic styles developed during the High Middle Ages.B. Reading: McKay Chapter 11.C. Define: William the Conqueror, Domesday Book, Philip II Augustus of France, Holy Roman Empire, Henry I of England, Exchequer, Henry II of England, common law, jury of trial, Thomas Becket, Magna Carta, university, Peter Abelard, Thomas Aquinas, Romanesque, Gothic, town liberties, guilds, fairs, universities, Peter Abelard, Thoman Aquinas, heresy1. In what sense were medieval kingdoms the ancestors of modern nation states?2. Why was William the Conqueror able to build a strong feudal government? What contributions to this government did Henry I and Henry II make?3. Was the Magna Carta an innovative or conservative document?4. What were the origins of medieval universities?5. What was studied in medieval universities?6. In what ways were medieval universities similar to ISU? How different?7. What were the characteristics of the Romanesque and Gothic styles? How did each reflect the society that produced it?8. What led to the revival of towns? What roles did towns serve in medieval society?9. How did guilds resemble modern unions? How were they different?10. How did medieval universities resemble and differ from modern American universities?

D. Chronological Outlinec. 1100-1300 High Middle Ages1066 William conquers England1096 First Crusade begins1137 Work begins on the first Gothic cathedral

Lecture: CrusadesI. Europe c. 1100

A. England emerging as well-organized feudal kingdomB. France not well organizedD. Germany disrupted by Investiture ControversyE. Church emerging as leader of Europe

II. Meantime in the EastA. Byzantine Empire continues, beset by enemies

1. Normans take Sicily, demonstrating worth of western knights2. Turks

a. Muslim invaders from central Asiab. Manzikert and Jerusalem, 1071c. Disruptions hurt western pilgrims

3. Alexis Comnenus calls on Pope for a few mercenariesIII. Urban II

A. Envisions a great crusade1. Heal split in Christianity2. Aid Byzantines3. Recover Holy Lands4. Solidify leadership of western Europe5. Direct knighthood to Christian end

B. Council of Clermont1. Masterful speach2. Cries of Deus Volt3. Call goes out throughout Europe4. Response for varied reasons, a source of future trouble

a. Simple pietyb. Landless noblesc. Plunderd. Penance for sinse. Purely personal reasonsf. Commerceg. Adventure

IV. 1096: First CrusadeA. Gathering, including commoners and "children."B. Arrives in Constantinople in late summer in several groupsC. "Children" and commoners quickly smashedD. Anatolia returned to Byzantines E. Hard fighting in SyriaF. Jerusalem captured; massacreG. Success brings new problems

1. Many return home2. Need for organization: feudal Kingdom of Jerusalem

a. Kingb. Four countiesc. Never enough westerners

3. Aculturation of crusadersH. Constant but insufficient trickle of new comersI. Essential weakness of Kingdom of Jerusalem

V. 1144: Second Crusade

A. County of Odessa falls to Islam: opening of Second CrusadeB. King of France and Holy Roman Emperor lead itC. Internal feuding and strong Muslim opposition stalemate it

D. Rise of Saladin1. Muslim leader of Kurdish background2. Man of wit, intelligence: doctor, poet, general, governor3. Forced into war by Christian agression4. Smashes Christian forces at Horns of Hattin, 1187, and captures

Jerusalem5. Sparks Third Crusade

VI. Third Crusade: Crusade of the Three Kings (1190)A. Barbarosa drown in accidentB. Philip and Richard hate one anotherC. Philip goes homeD. Saladin proves more civilized and better generalE. Christian holdings reduced to minor strip of coastF. Fourth Crusade: Crusading Goes Sour (1202)

1. Gather at Venice2. Sack Zara for Venetians3. Sack Constantinople with Venetians4. Crusade excommunicated5. Crusaders cannibalize Byzantine Greece

VII. Later eventsA. Byzantines retake Constantinople but are fatally weakenedB. Crusades persist in East until 1270 with not gainC. Last Crusader state falls in 1291D. Attempts to re-establish crusading continues much later

VIII. EffectsA. Expression of new power of EuropeB. Fail in prime objectiveC. Familiarize Europe with worlds of Islam and ByzantinesD. Strengthen role of Church in WestE. Enriches ItalyE. Nothing new or absolute, but a quickening of interactions

Lecture: The Medieval Church 1100-1300I. Unity of Medieval Civilization

A. Universality of feudalism and manorial systemB. Unity of economy and tradeC. Common language of educated: LatinD. Common religion: Roman Catholic Christianity

1. Small Jewish communities condemned to marginal existanceII. Church 1100-1300

A. Emerges from Investiture Controversy as strongest force in western Europe

B. Organization1. Pope2. Bishops

a. In areas of many small bishoprics, there are archbishopsb. Controls a Diocese from the Cathedralc. Spiritual duties

1. Ordain priests2. Confirmation3. Dedicate altars4. Consecrate Churches

5. In sum, spiritual welfare of clergy and laityd. Administrative duties

1. Supervise Church propery in diocese2. Supervise clergy in diocese

a. Clergy work directly with people3. Monasteries and nunneries

a. Governance variesb. Source of continuing idealistic renewals within Church

4. Pope has poers much like the head of a modern company or government and can intervene at all levels directlyIII. Role of the Church in everyday life

A. Purposes of the Church 1. Worship God2. Enable members to be saved

b. Theory: Grace is necessary for salvation, and grace is conveyed through the Church by means of sacraments

C. Sacraments1. System not fully defined until 12th century2. Seven sacraments

a. Baptism: Washes away all sin, including original sin, giving birth into life of Spirit and union with Christ.

b. Confirmation: Given about age 12, welcomes into Church as adult by formal laying on of hands by Bishop or delegate

c. Marrage: For laity only; Church insists on consent of partiesd. Holy Orders: For clergy, ordination into priesthoode. Penance: For sins committed after baptism, absolving a

contrite sinner of eternal damnation for sins through confession, absolution, and atonement.

f. Eucharist or Communicon: Central rite of the Church, repeating the sacrifice of the Cross. Only preformed by a priest at a

consecrated altar, the wine and bread are in theory transubstantiated into the actual blood and body of Christ. If the particupant is in good moral condition and attitude, it established a mystical communion with

Christ.g. Extreme unction: Prayer and annointment with consecrated

oil for the dying, normally preceeded by confession and absolution if possible

3. Notice how it tied people to the Church at the crucial junctions of life: birth, coming of age, marrage, death, and at repeated intervals with Penance and Communion.

4. Other roles in daily lifea. Socialb. Marketc. Holidays and recreationsd. Art and musice. hope and encouragement

IV. Church developments 1100-1300, positive and negativeA. Innocent III: fullest manifestation of Papal leadership of Europe

1. Ideal of universal leadership of Church and Pope within Church2. Achieved full control over Papal States in central Italy3. Made vassal states of Sicily, England, Portugal, Aragon, Bulgaria,

Armenia4. Put protoge on throne of Holy Roman Empire5. Negotiated truce in ar between England and France6. Forced King of France to take back a wife he did not want7. Gained right of intervention in Hungary, Bohemia, and Poland8. Launched Fourth Crusade9. Greatly elaborated papal bureaucracy10. Called great Church Council

B. New Monasticism: Sts. Francis and Dominic1. Francis calls on Friars Minor (Little Brothers) to go into the world to

work with poor and ill rather than retreat into conventional monastery

2. Dominic calls on Dominicans to combat heresy through educationC. Alienation

1. Church has become The Establishment2. Increasingly, Church seen as powerful, bureaucratic, unresponsive,

repressive.3. Underlying problem: The Church has become conservative because

of its dominant position, but Feudal society continues to evolve, throwing the Chruch into conflict with elements of change.

D. Heresy1. Growth of heresy because Church fails to fulfill spiritual needs2. Church uses power to repress heresy

a. Heresy view as ultimate evilb. Departs from earlier, less repressive approaches

3. Example: Albigensiansa. Obscure dualist heresyb. Limited popularity in Southern Francec. Crusade preached against Albigensians

d. Bloody supression4. Inquisition, conducted by Dominicans!5. Church fails to end heresy but is brutally repressive

E. Conclusion: Church is growing ever more powerful superficially but eroding its power base among the people.

Lecture: Medieval Thought

I. ScholasticismA. Medieval thinkers felt philosophy and theology were in natural agreement

1. Philosophy was thought to proceed by logic from first principles established by reason

2. Theology was thought to proceed by logic from first principles established by revelation

B. Interests and methods of schools which teach these subjects termed scholasticism

C. Typical of scholasticism is the summa1. exhaustive treatment2. systematically organized3. provides complete anyalysis of all positions for and against all

argumentsII. Thomas Aquinas (1225-1274)

A. Southern ItalianB. DominicanC. Studied at Cologne, ParisD. Taught at Paris, Rome, Bologna, NaplesE. Most famous works: Summa Theologica and Summa contra Gentiles

1. Systematic summary of Christian theology, co-ordinating Aristotlean logic and Christian theology

2. Believed there is no contradiction ever between faith and reason3. For Aquinas, revelation can never be challenged. When logic seems

to offer a challenge it is because logic has not been rightly understood.4. Most influential summation of Christian theology5. Unwillingness to follow logic makes him necessarily the apologist for

status quo, never one to challenge the consensus.III. John Duns Scotus (c.1266-1308)

A. Scottish Franciscan teaching at Oxford and Paris: "The Subtle Doctor."B. Doctrine of Individuality

1. Traditional medieval philosophy emphasizes abstractions, viewing individual objects as more or less imperfect representations of the ideal type.

2. Duns Scotus emphasizes the peculiarity of the individual: Socrates and Plato were both men, sharing in common human nature, yet each was different from the other and from all other men.

3. It follows that rules cannot be made with absolute assurity of their justness if the people for whom they are made are not uniform in character, but rather unique individuals. This undermines authority, promotes individualism.

4. Promotes the idea of the necessity of an individual relationship between the individual and God and de-emphasizes the Church's role as necessary intercessor.

C. Theory of God1. Duns Scotus emphasizes absolute freedom and omnipotence of God2. God is not bound by any necessity. He is supralogic and can be

comprehended only by revelation.a. This undercuts Thomist attempt to understand God by reason.

b. This separates theology, the sphere of revelation, from philosophy, the sphere of logic.

c. In matters of religion, faith is emphasized over knowledge.IV. William of Ockham (c. 1290/1300-1349)

A. Career1. Taught at Oxford until 13242. Summonded to Avignon to answer charges of teaching erroneous

doctrine3. Defended doctrin of apostolic poverty against papacy4. Took refuge in Holy Roman Empire5. Died of Black Plague

B. Theory of Knowledge1. Further development of thought of Duns Scotus2. We can know only individual objects with certainty3. Abstractions are not real, but merely names or terms, convenient

mental approximations4. Thus, when dealing with abstractions, one can establish only

probabilities, not realities or certainties5. Consideration of such abstractions is useless, since it adds nothing

to knowledge of individual things, which reason can comprehend directly

1. This has sometimes been taken as anti-intellectual, since it seems to attack the formation of general explanations

2. Actually, it was a needed correction in an age which dealt in abstract generalities rather than actual realities, promoting instead the study of particular realities.

6. The existence of God cannot be proven by the existence of general concepts in the human mind (as Aquinas thought) or from the world order, or from the nature of created things or from the postulation of a necessary first cause, or in any other way. These are all abstractions and thus not real.

7. God is perfectly unknowable except by revelation.8. This is a comprehensive and fundamental denial of the rational

basis of theology, human relation with God, and the Church. 1. Ockham destroys the Thomistic synthesis of philosophy and

theology2. He bases religion on faith, claiming God is ultimately

unknowable in any logical sense.3. He insists on the complete omnipotence of God, not bound by

logic or knowable through it.4. He sees the individual not as a member of a comforting

division of medieval society, but as an isolated individual.5. He rejects all a priori arguments from authority (including the

Church's authority); things are to be explained by specific individual causes working in specific individual cases, and these are directly comprehensible without authority

6. All this prefigures Luther, who will base his religion on faith and have a vivid feeling of the isolation of the individual, and Calvin, who emphasizes the absolute omnipotence of God.

7. In many ways this is the birth of the empirical approach typical of the scientific method, breaking down the medieval reverence for Aristotle and weakening the unquestioned reliance on the authority of the Church.

9. Ockham's Razor: It is futile to postulate more entities than necessary. Or, the simplest, most direct explanation is to be preferred to those more complex and requiring more things to be taken on faith. V. Mysticism and Lay Piety

A. Grows out of several trends1. Growing distance between Church and common man2. Duns Scotus and William of Ockham severing of relationship

between logical philosophy and theological faithB. Mysticism and lay piety: non-rational attempt to approach God,

emphasizing individual realtionships with God, fostered by inner devotion and simple religiosity of the common worshipper (lay piety), rather than institutional worship (Church)

C. Examples:1. Thomas a' Kempis, Imitation of Christ2. Herard Groot's Brethern of the Common Life

a. lay menb. no instituional vowsc. preach, teach, do charitable work

UNIT XII: THE CRISIS OF THE LATER MIDDLE AGES

A. Objective: The student should learn what disasters characterized the fourteenth century and how they changed medieval civilization.

B. Reading: McKay Chapter 12

C. Define: Black Death, bubonic plague, Hundred Years' War, chivalry, Crecy, Poitiers, Joan of Arc, parliament, House of Commons, vernacular literature, Dante, Babylonian Captivity, Great Schism, Conciliar movement, Avignon, Jacquerie, flagellants.1. What problems beset Europe in the period shortly before the appearance of the plague.2. What portion of the European population died of the plague? What were the psychological effects of the terrible disaster?3. What effects did the Hundred Years' War have on France? On England? 4. What sorts of military developments undermined the military dominance of the noble class during the Hundred Years' War?5. What led to the decline in the prestige of the Church?

D. Chronological Outline1337-1453 Hundred Years' War1348 Black Plague strikes Europe1309-1377 Babylonian Captivity1378 Beginning of the Great Schism

Lecture: Medieval Cities and Universities

I. Origins of Medieval CitiesA. Survival of ancient cities

1. Many modern cities have ancient origins2. Ancient cities decline during Early Middle Ages but do not disappear

a. Some tradeb. Specialized skillsc. Market centers

3. Cities do not fit into medieval concept of society wellB. Foundation of new towns

1. Great churches, monasteries2. Nobles' castles and easily fortified points3. Advantage positions for trade, agriculture

II. Development of cities in High Middle AgesA. General revival of tradeB. Development of Fairs

1. Develop out of markets2. Few and relativley infrequent, often annual3. Peace of Fair usually guaranteed by king, great feudal lord, or high

church official4. Local monopolies set aside5. Rent or toll for participating6. Much wholesale business7. Beginings of international business law

a. Regulation of weights and measuresb. Regulation of payments, credit, guarantees

C. Commerce chiefly responsible for urban developmentD. Commerce brings back money economyE. Money economy undermines feudalism

III. Functioning of citiesA. Role of citizens (burghers)

1. Not noble, peasants, clergy: do not fit in society easily2. Must provide for own protection

a. Charters--provide legal basis but no actual protectionb. High walls and fotifications

3. Must provide for own organizationa. Guilds often basis of organization

1. Association of merchants or craftsmen2. Limit competition3. Govern trade

a. Qualityb. Pricesc. Provides welfare for membersd. Training and entry into trade

1. Apprentice2. Journeyman3. Master

4. Master's frequently control city governmentIV. Universities

A. Product of medieval citiesB. Develop in Italy and spread north

1. Origins in Islamic schools (Palermo) or Roman schools (Bologna)2. Spread through France, England, Germany, and other regions3. Pattern self after guilds4. Students have great powers

a. Financial controlb. Shared guild membership

C. No campuses; scattered through communityD. No extracurricular activityE. No government endowment or official fundingF. Courses of study

1. Preliminary study of the seven liberal arts: grammar, rhetoric, logic, arithmetic, geometry, astronomy, music

2. Advanced studies: limited majorsa. Medicineb. Theologyc. Canon Lawd. Civil Law

3. No tests in class; comprehensive menG. Role of LatinH. Relatively few universities and few studentsI. Problems faced by studentsJ. Comparative roles of universities in medieval and contemporary society.

Lecture: The Fourteenth Century I. Introduction A. Situation in 1300: Europe strong, organized, and medieval culture at its height. A. Feudal monarchies emerging into nation states B. Church providing overall leadership for past two centuries C. Medieval cities centers of growing prosperity D. A culture moving forward confidently and vigorously B. Situation in 1400: Europe threatened, disorganized, chaotic, having lost confidence in itself.II. Evolutionary changes that undermine Europe during the 14th century A. Rise of cities and the money economy 1. Cities bring money back into common use 2. Money = power 3. Money is accumulated in the hands of the townspeople 4. Feudal aristocracy is relatively money poor 5. Power shifting away from feudal nobility to urban elites B. Feudalism is dying 1. Feudalism was a success a. It brought a reasonable amount of law and order b. Law and order allows the development of more centralized, tightly organized governments: the beginnings of nation states c. Kings and centralized government strip power from noblesIII. Specific changes that undermine Europe during the 14th century A. Problems within the Church 1. Church as leader of Europe, 1100-1300 2. Church becomes bureaucratic, self-content, looses contact with common worshippers. Looses earlier flexibility and adaptability; is seen as a distant, unconcerned bureuacracy. 3. Since the Church has become secure and dominant, it does not want change, but society is bound to change, since feudalism and town are forcing change. B. Positive aspects of the Church (Covered these earlier) 1. Organization 2. Sts. Francis and Dominic C. Negative aspects 1. Rise of heresy and response to heresy a. Define heresy b. Heresy rises because Church no longer satisfies emotional needs of worshippers c. Earlier heresies were answered by persuation and argumentation d. As Establishment, Church now has option of use of force e. Case studies 1. Albigensian Heresy and Albigensian Crusade 2. Inquisition a. Secret witnesses b. No confrontation or cross examination c. Torture f. Results: Heresy no surpressed; people allienated 2. Scandal and corruption: the case of Boniface VIII (1296-1303)

a. Rich, lawyer, establishment b. Scandal of Celestine V c. Boniface confronts change in the form of rising nation states 1. Kings of France and England wish to tax clergy 2. Boniface VIII threatens excommunication 3. Philip IV the Fair has pet clergy request taxes 4. Philip IV cuts off exports of AV and AR 5. Edward I denies justice to clergy 6. Boniface lets kings tax for defense of realm in emergency 7. New crisis: Philip IV arrest bishop for treason 8. Boniface VIII opposes Philip IV 9. Philip IV counterattacks with propaganda campaign 10. Philip IV's man kindnaps Pope, who dies shortly 11. No public outrage--church collapses. 3. Babylonian Captivity a. After death of Boniface VIII, papacy to Avignon in southern France, 1305-1377. 4. Great Schism--40 years D. Effects of all this: medieval people have lost their main source of comfort and belief 1. Age of faith 2. Church looked upon as the earthly manifestation of religion 3. Now the Church has become an insensitive, violent, corrupt bureaucracy controlled by the King of France or divided into quarrling factionsIV. 100 Years War: England vs. France A. Origins B. Fought largely in France C. Military changes manifest for first time 1. Longbow at Crecy, Potiers, Agincourt 2. Crossbow 3. Halbert 4. Pike formations 5. Cannons 6. All of these are socially revolutionary, displacing traditional noblity and all of organization of society D. Periods of truce lead to mobs of soldiers E. Misery of peasants lead to Jacqueries F. War causes economic disruption throughout Europe.V. Elsewhere A. Germany: economic disruption, chronic and growing political division and weakness. B. East Europe: Turks in south; Mongol Hoard in north.VI. Other problems A. Over-population 1. Population growth led to agricultural expansion to marginal lands 2. Now marginal lands collapsing B. Droughts, long winters, repeated crop failures leave population in poor condition.VII. Black Plague = Bubonic Plague A. Origin in the East

B. Spread to Italy and through Europe C. Read Boccaccio D. Anecdotes about plague E. Describe two forms F. Number trick G. Pattern of later outbreaks H. Real cause: bacteria on fleas on Ratus Ratus 1. Ratus ratus vs. ratus norwegus I. Medieval reaction 1. No understanding of real cause a. Miasmal theory: ring around the rosey b. Blame it on the Jews c. God's punishment: flagellents 2. Effects 1. Depression and despair a. Indulgence (in contrast to flagellents) b. Question of all values c. Preoccupation with morbid and macabre d. Disorientation of society e. Feeling of chronic insecurity and hopelessness 2. Economic effects a. Through inheritance b. Labor scarcity J. Comparisons to modern world 1. Fear of the bomb. 2. Black Death on campus? 3. Fear of Aids.VIII. Effects of the 14th century A. Generally tramatic, but some groups come through better than others. B. Look at late medieval reactions to the 14th century and late medieval life-styles next time.

Lecture: Late Medieval ChivalryI. Review catastrophies of 14th Century

A. Rise of cities and money1. Benefits townmen2. Damages nobles

B. Rise of Nation States1. Kings grow great2. Nobles loosing power

C. Crises of Church1. Underminds one of the central institutions of Middle Ages2. Engenders general anxiety

D. 100 Year's War1. Disruption of France, England, and economic disruption further afield

E. New military developments1. Rob nobility of real role2. Slaughters many nobles

F. Threats from Turks, Mongols1. Contributes to insecurity

G. Droughts, crop failures1. Weakened population

H. Black Plague1. Kills many2. Disrupts society3. Creates atmosphere of despair, desperation

II. Reactions of CatastrophiesA. Reactions differ with classesB. Four classes of medieval society: Nobles, clergy, peasants, townspeopleC. Principal of action: a group will adapt to new conditions if it can see a way to

adapt; if it cannot, the group is liable to retreat into a fantasy world in an attempt to deny the threat.

D. Set aside the noble to last.E. Clergy

1. Gravely embarassed2. React by becoming more rigid, more judgmental, more protective of status

and priviledge3. Ultimately, helps contribute to coming of tthe Reformation

F. Peasants1. Conditions improve!

a. Inheritanceb. Scarcity of laborc. Virtual disappearance of serfdom in western Europe

G. Townpeople1. Inheritances lead

a. to increased capital accumulations for businessb. increased markets

2. Economic prosperity of cities leads to quick recoveryH. Nobles

1. No hope2. Crushed from all sides, obsolete, purposeless3. Retreat into fantasy world they create out of preexisting chivalry

III. Chivalry: Origins and original characterA. Definition: Set of attitudes and values held by nobles that govern military and

daily lives.B. Emphasizes honor, galantry, loyalty, courtly love, generosityC. Manifest in

1. Education and training of knight a. Stages of page and squire to knighthood b. Nobility imitating guild organization!

2. Conduct in battlea. Honoring Peace of Godb. Not taking advantage of weak and poor

3. Tournamentsa. At first, to sharpen skills

4. Chivalric Lovea. Courtesy toward womenb. Troubadours

1. Wandering singers, often noble, bringing latest songs, styles, gossip--medieval MTV

2. Romance="in the southern style"--style of the Troubadours3. Early non-Latin secular literary form

IV. Late medieval deformation of ChivalryA. Denial of military obsolence (rather than adaption to change)

1. Tournaments deform into the end rather than a meansa. Specialization of armorb. Knights how fight only in Tournamentsc. Tournaments as means of raising ransom money

2. Artificial military distinctions substitute for real achievements1. heraldry degenerates from means of identification to fantasy world of

snobbism2. Order of Chivalry substitute for achievements on field

B. Chivalric love's later developmenta. Abstraction and idealization carried to grotesque ends: unspoken love

from afar, secret idealization.b. Strange quests to prove love.c. Ocassionally used by women to control mend. Far more often, keeps women powerless

C. Development of elaborate artificial ceremonies, titles, special officies, chivalric vows, romantic fantasy literature as substitute for the interacting in the real world. V. Case Study: Late Medieval Chivalry meets the real world: Louis XI vs. Charles the Bold

A. Over simplifying a long and complex story.B. Chief characters:

1. Philip the Good, Charles the Bolda. Successive Dukes of Burgundyb. Heavily committed to dream world of late medieval chivalryc. Want Burgundy to evolve into independent kingdom

2. Louis XI "The Universal Spider" 1461-1483a. Physical characterb. "Modern"

1. Advocate of nation state ruled by absolute monarch governing by divine right

2. Seeks to unite France under royal leadership3. Prefers diplomacy and bribery to war4. Fills government with able, low-born5. Sympathy and aid to townspeople (burgeois)6. Micromanagment of government; inspection travels.7. Thinks chivalry is silly.

C. Long conflict over status of Burgundy1. Philip the Good leads aristocratic reaction against Louis XI early in reign.2. Louis IX buys off aristocrats with promises, which he does not fulfill.3. Philip the Good dies, leaving Burgundy to Charles the Bold.4. Charles tries to make Burgundy in effect independent.5. Louis excites Charles' internal enemies within Burgundy.6. Louis buys a war between Burgundy and the Swiss

a. Swiss have some outstanding issues with Charles.b. Swiss need money for conflict with Austriac. Louis buys their cooperationd. Swiss are not feudalized, not dominated by chivalric nobilitye. Swiss are militarily modern: pike men.f. Swiss pike men decimate Burgundian nobility and kill Charles the Bold

7. Louis takes over Burgundy and annexes several other areas at the same time.

UNIT XIII: RENAISSANCE

A. Objective: Understand what the Renaissance was, how it came about, and how it changed Europe.B. Reading: McKay Chapter 13C. Define: Renaissance, Florence, secularism, humanism, Botticelli, Michelangelo, Castiglione, Machiavelli, Erasmus, Venice, Louis XI "The Spider King", Tudors, Henry VII, Isabella and Ferdinand, inquisition

1. Why did the Renaissance begin in Italy?2. What were the characteristics of the Renaissance?3. What was the status of the artist during the Renaissance?4. What was the effect of the development of printing?5. How did the status of women change during the Renaissance?6. How did the Renaissance in the north differ from the Italian Renaissance?

D. Chronological Outlinec. 1300-1500 Italian Renaissancec. 1500-1600 Northern Renaissance

Lecture: Renaissance

I. Background: Northern Europe 1300-1500: Disasters and change lead to decline and death of Medieval culture.II. Meantime in Italy: Renaissance A. Renaissance means Rebirth B. Reaction against horrors of Late Middle Ages and conscious turning away from medieval values toward the values of the Greco-Roman world. C. Why Italy? 1. Survival of ancient urbanization and Roman influences and models. 2. Wealth accumulated in trade with Byzantine and Islamic worlds. 3. Learning from Byzantine and Islamic worlds strong here. 4. Urban and commerical development strongest here. D. This is when the Middle Ages gets its name.III. Comparison between Renaissance, Middle Ages, and Greco-Roman world.

Greco-Roman Middle Ages Renaissance Modern________________________________________________________________Urban Rural Urban Urban(Example: Florence, Pisa, Genoa, etc.)Individualism Corporate Individualism Individualism(Example: Cellini's adventures)Secular Religious Secular Secular(Example: Boccaccio's stories; Lorenzo Valla)Humanism Spiritualism Humanism Humanism(Example: Leon Baptista Alberti and ideal of Renaissance Man)

E. Definitions: 1. Secular: indifference to or rejection of relgion as the guiding influence of life 2. Humanism: a way of life centered on human interests and values, and asserts that the dignity and worth of human life is discoverable through reason. a. Hence the phrase "secular humanism." b. For the Renaissance, humanism is manifest in the study of the literature, art, and architecture of the ancient world, which they believed reflected the same values they now sought to follow.IV. Some Renaissance personalities to illustrate these points A. That we do it through personalities illustrates individuality B. Literature: 1. Dante (1265-1321) 1. Divine Comedy 2. Mixture of medieval and Renaissance 3. Trip through hell, pergatory, and Paradise 4. Renaissance characteristics: individualism, relative secularism, urban, classical 2. Petrarch (1304-1377) 1. Lyric poems 2. Classical scholarship 3. Boccaccio (1313-1374) 1. Decameron

C. Art 1. Giotto (early 14th century) 1. New attempt to create perspective, movement, naturalism, chiarsuro 2. Painting and architecture 2. Donatello (early 15th century) 1. Sculpture 2. Classical influence 3. Study of anatomy 3. da Vinci (late 15th-early 16th centuries) 1. Breadth of learning: painting, anatomy, physiology, physics, biology, architecture, mechanics, music. 4. Michelangelo (late 15th-early 16th centuries) 1. Sculpture, painting 2. Sistine Chapel, Dome of St. Peter's D. Politics 1. Niccolo Machiavelli (1469-1527) 2. of Florence 3. Political scientist and practical politician 4. Il Principe, Discorsi sopre la prima deca di Tito Livio 5. Medieval political theory 1. Based on divine principles and institutions, such as papacy and Holy Roman Empire. 6. Machiavelli's politics 1. Pragmatic search for natural principles rooted in human nature. 2. Subordinates ethics to expediency, morality to success.V. Spread of Renaissance A. Follows course of earlier spread of universities, trade, from south to north. B. Northern Renaissance starts later, but lasts longer. C. A couple of people of the northern Renaissance: Johann Gutenberg, William Shakespeare, Christopher Columbus.

SAMPLE EXAM III

This sample exam covers Units IX-XIII. This is a typical exam, but it certainly does not contain all or even the majority of possible questions. It is meant to be a means of self-testing. If you can take this exam and do well, you probably can do well on the actual exam, but merely answering the questions in this exam is by no means sufficient preparation for taking the actual exam. I will not provide anwers to these questions for you. Do so from the lectures and the book. It would be worthwhile to check you answers with other students in the course.

History 101: Exam 3 Name:________________________Section I: Indicate the best answer on the answer sheet.1. Which of the following was not a part of feudal relations? l. homage. 2. peasants. 3. fealty. 4. fiefs. 5. vassals.2. A medieval association of people engaged in a particular business or craft was called l. a labor union. 2. feudalism. 3. city government. 4. the papacy. 5. a guild.3. Which of the following best describes feudalism? 1. a guild. 2. a parliamentary government. 3. a theocracy. 4. an absolute monarchy. 5. a decentralized government based on the noble class.4. Who was the Holy Roman Emperor? 1. the Pope 2. the Byzantine Emperor 3. the King of England 4. the King of Germany 5. the Chief General of the Pope's army 5. When a secular ruler installs a clergyman in his offices, it is called l. feudalism 2. papal prerogative 3. lay investiture 4. fealty 5. homage6. Why was William the Conqueror important in the history of England? 1. He won the Investiture Controversy and gained the title of Holy Roman Emperor. 2. He developed exceptional strong and well-organized feudalism in England. 3. He converted Britain to Christianity. 4. He signed the Magna Carta.

5. He started the Crusades.7. Which of the following were involved in the Investiture Controversy? 1. The King of England and the Archbishop of Cantebury. 2. The Kings of England and France. 3. The Holy Roman Emperor and the Pope. 4. The King of England and his chief vassals. 5. The King of France and the Duke of Burgundy.8. Which of the following was not true of medieval cities? l. Cities and the citizens of cities did not fit easily into the medieval division of people into nobles, clergy, and peasants. 2. Cities were directly governed by the king of the country where they were located. 3. Business in cities was usually organized around guilds. 4. Periodic conventions of medieval businessmen held at medieval cities were called guilds. 5. Cities were largely responsible for bring money back into general use during the Middle Ages.9. Which of the following was not a function of medieval guilds? l. Regulation of training and entrance to the guild. 2. Providing welfare for widows, orphans, and aged guild members. 3. Encouragement of competition. 4. Establishment of standards of quality. 5. Restriction of business to guild members.10. Medieval universities modeled their organization on l. the Papacy. 2. guilds. 3. the Holy Roman Empire. 4. the English Parliament. 5. Chivalry.11. The power of the Church became dominant about 1100 when l. it established the Inquisition. 2. the Great Schism occurred. 3. the Crusades ended. 4. it led the Norman Conquest. 5. it won the Investiture Controversy.12. What was new about the religious orders established by Dominic and Francis? l. they were responsible directly to the Pope. 2. they were democratically organized. 3. they labored in society rather than retreated into isolation. 4. they admitted both men and women. 5. they were responsible directly to the king rather than the Pope.13. All of the following are true about the Gothic style except l. it replaced the Romanesque style. 2. it utilized vast areas of stained glass. 3. it used support systems called "flying buttresses." 4. it placed great emphasis on verticles. 5. it reflected a defensive attitude which viewed the outside world as basically hostile.14. The chief announced purpose of the Crusades (not to be confused with the private purposes of some of the Crusaders) was

l. to establish trade links with the Byzantines and Moslems. 2. loot, destroy, and have a good time. 3. conquer the Holy Lands in the name of Christianity. 4. conquer the Byzantine Empire. 5. strengthen the Holy Roman Empire15. In the The Hundred Years' War, the kings of England attempted to conquer l. Germany. 2. France. 3. Scotland. 4. the Moslems. 5. Spain.

16. Which of the following is true of the Black Plague? l. Its effects were felt only for a few years. 2. It weakened the peasants and strengthened the nobility. 3. It probably killed at least a quarter of the population of Europe in the middle of the fourteenth century. 4. It is now easily curable and no longer a danger. 5. Modern medicine makes it impossible for an epidemic to strike today the way the Black Plague did during the Middle Ages.17. During the High and Late Middle Ages, why did the Church call for crusades within Europe and establish the Inquisition? 1. in an attempt to unite Europe into a single kingdom under the Holy Roman Emperor. 2. in an attempt to unite Europe into a single kingdom under the Pope. 3. to fight the growth of Islam in Europe. 4. to fight the growth of heresy in Europe. 5. as an emotional reaction to the disasters of the fourteenth century.18. What was chivalry? 1. medieval nobles' values and rules of behavior that developed into a virtual make-believe world during the late Middle Ages. 2. the rules governing the behavior of guild members. 3. the governmental system of medieval cities. 4. the chief opponent of the Crusaders. 5. the name of the religious order founded by Francis.19. People at the time felt the Renaissance was 1. a break with the immediate medieval past and a rebirth of ancient values. 2. a religious movement. 3. a simple continuation of the past. 4. a revolt against the Church. 5. an attempt to unite Italy.20. Free Point! Have a good break!

Section III: Short answer. Identify in the context of this section of the course (who, what, where, when, why, how) and explain the significance of five of the following.William the Conqueror, Guild, Renaissance, Holy Roman Empire, feudalism, Gregory VII,Avignon, university